04051001985 sử dụng trò chơi trực tuyến Để nâng cao khả năng ghi nhớ từ vựng của học sinh lớp 10 nghiên cứu hành Động tại một trường thpt tỉnh vĩnh phúc
INTRODUCTION
Rationale
According to Statista (2023), around 1.5 billion people worldwide are proficient in English, highlighting its status as the most widely spoken language This makes English essential for academic, social, and professional development, contributing to global citizenship Learning English requires dedication to grammar, listening, speaking, reading, writing, and vocabulary Wilkins (1972) stated, “without grammar very little can be conveyed, without vocabulary, nothing can be conveyed,” underscoring the importance of vocabulary for EFL students Similarly, Nation (2001) emphasized the need to retain words, as a strong vocabulary foundation is crucial for mastering other language skills Overall, vocabulary acquisition is vital for effective understanding and communication in English.
Vocabulary refers to the set of words and phrases used in a language, encompassing descriptions of objects, actions, concepts, and ideas A rich vocabulary is essential for learners to understand texts, express themselves fluently in both speaking and writing, and communicate effectively Without the necessary vocabulary, learners may struggle with reading comprehension, leading to poor performance.
Having a large vocabulary enhances learners' ability to express themselves clearly and precisely In English, numerous words share similar meanings but carry different nuances Recognizing these nuances empowers learners to select the most suitable word for the context and their intended message.
"famous" and "notorious" can express their thoughts more precisely and convey a more nuanced message to their audience
Having a strong vocabulary is crucial for effective communication in English, a global language A limited vocabulary can hinder interactions, particularly in professional and academic environments where precision is key.
In a rural area of northern Vietnam, a high school teacher observed significant challenges in students' vocabulary learning Following two random tests at the start of the school year, it was revealed that students struggled to retain over 80 percent of the vocabulary they had learned within a week Additionally, these students failed to incorporate the newly learned words into their communication and writing assignments.
In the researcher’s school, vocabulary instruction primarily relies on traditional methods, such as writing words on the board or utilizing PowerPoint presentations Unfortunately, teachers lack sufficient time to assess each student's retention of vocabulary after every lesson.
Recognizing the crucial role of vocabulary in English language acquisition, she is passionate about involving students in vocabulary learning through online games like Blooket and Wordwall While previous research has explored the effectiveness of online games in vocabulary instruction, there is a notable gap in studies specifically targeting grade-10 students.
Research on the impact of online games on vocabulary retention in rural high schools in Vietnam is still limited, with many studies conducted by foreign researchers, making their applicability questionable To explore the positive effects of online games on students' vocabulary retention, a study titled "Using Online Games to Enhance Grade-10 Students’ English Vocabulary Retention: An Action Research Project at a High School in Vinh Phuc Province" was conducted This research aims to clarify the effectiveness of this method in teaching English vocabulary to grade-10 students at the researcher’s school.
Aims of the research
This research investigates how online games, specifically Blooket and Wordwall, impact vocabulary retention among grade-10 students and their attitudes towards the use of games by teachers.
Research questions
Based on its aims, the research is expected to find out answers to the subsequent questions:
(1) What is the change in vocabulary retention of grade-10 students at a Vinh Phuc high school after the teacher’s use of online games (Blooket,
Wordwall) during class lessons and homework tasks?
The expectation is that students’ vocabulary retention can benefit from the use of online games such as Blooket or Wordwall This prediction is based on following two assumptions:
Vocabulary learning in an online program like Blooket emphasizes the achievement of class lessons and homework by adapting English vocabulary to the appropriate level for grade 10 students The vocabulary is sourced from their textbooks and workbooks, ensuring relevance and alignment with their curriculum.
+ the students were familiar with the traditional methods of learning vocabulary This sometimes seems to be tedious but may bring some positive
4 results, though not as noticeable as the results brought about by the new techniques of using online games However, the degree of change needs to be investigated
(2) What are the attitudes of grade-10 students in Vinh Phuc province towards learning vocabulary through online games?
A study involving 40 grade-10 students explores their attitudes towards practicing new vocabulary through online games While some students exhibit a negative attitude, others respond positively The research aims to understand these attitudes to inform strategies for enhancing vocabulary retention among students.
This study presents recommendations to enhance the effectiveness of English games in high school education The researcher hypothesizes that utilizing this technique will lead to improved vocabulary retention among students and foster a positive attitude towards vocabulary games during lessons and homework.
Methods of the study
The study utilizes an action research approach based on Burns' cyclical model (2010) and incorporates quantitative data Data collection is conducted through two research instruments: tests, including a pre-test, immediate post-test, and delayed post-test, as well as a questionnaire.
Scope of the study
The action research focused on using online vocabulary games (Blooket, Wordwall) to improve grade-10 students' vocabulary retention at a high school in Vinh Phuc.
Significance of the study
Theoretically, this study provides more evidence for positive language
This study explores five teaching methods, with a focus on game-based teaching, aimed at enhancing students' vocabulary retention It seeks to equip English teachers in Vinh Phuc high schools with effective tools for teaching English vocabulary.
Design of the research
The thesis includes 05 main chapters as follows:
This chapter provides an overview of the thesis topic, outlining the problem statement, rationale, objectives, research questions, methodology, scope, significance, and study design.
LITERATURE REVIEW
Theoretical background
2.1.1 Overview of vocabulary and vocabulary retention
Vocabulary is widely recognized by language teachers as the most crucial element of any language course (McCarthy, 1990, p.2) Regardless of a student's proficiency in grammar or pronunciation, effective communication in a second language is unattainable without a strong vocabulary that enables the expression of diverse meanings Thus, a rich vocabulary is vital for meaningful communication in a second language.
Understanding how we store information in memory and why certain details are more memorable is crucial for anyone involved in teaching For language educators, this knowledge can inform the creation of classroom strategies that enhance the learning and retention of new language concepts.
In language education, vocabulary acquisition often lacks the clear rules that govern syntax and phonology, leaving learners uncertain about which words to prioritize Oxford (1990) highlights that vocabulary is the most complex aspect of language learning, whether for a foreign or native language, due to the vast number of meanings involved Despite these challenges, language learners continue to navigate the intricacies of L2 vocabulary.
Vocabulary is a crucial element assessed in language tests, as it has historically been recognized as a key component (Schmitt, 1999, p.189) Furthermore, many learners perceive second language acquisition (SLA) mainly as the process of acquiring vocabulary, leading them to invest considerable time in memorizing word lists.
Vocabulary plays a crucial role in foreign language learning, particularly within the communicative approach, as effective communication largely depends on a rich vocabulary Language learning methods significantly impact vocabulary acquisition by enhancing the number of lexical items retained in long-term memory and fostering student autonomy in language learning This autonomy is essential, as students must eventually use the foreign language independently, outside the classroom, without relying on teachers or dictionaries Consequently, students should reduce their dependence on external assistance and develop strategies for self-sufficiency Thus, vocabulary is integral not only to students' linguistic competence but also to their strategic competence, as knowing when and how to apply various techniques is essential for successful learning and communication.
Vocabulary retention, according to Mohammed (2009), is the ability to remember and utilize words and phrases from a foreign language over time This skill is essential for successful language acquisition, as it significantly influences the overall effectiveness of learning Several factors can impact vocabulary retention, such as the frequency of exposure to the words and the learner's engagement level.
8 motivation and interest, and the use of effective learning strategies
Retention is a multifaceted process involving memory functions such as memorization, learning, recall, and recognition, which are crucial for enhancing both short-term and long-term memory in students (Souleyman, 2009) In the context of learning English as a second language, vocabulary retention is particularly vital (Gu, 2003) A key factor influencing vocabulary retention is the frequency of exposure to new words; research indicates that learners must encounter a word multiple times to embed it in long-term memory Additionally, Altalhab (2018) highlights that repeated exposure through diverse activities like reading, listening, and speaking significantly aids learners in remembering and utilizing vocabulary effectively in the future.
Motivation and interest significantly influence vocabulary retention, as highlighted by Fu (2003), with learners who are engaged and motivated showing better retention of new words Teachers can boost motivation through creative and interactive teaching methods tailored to students' interests Additionally, effective learning strategies, such as word association, mnemonics, and context-based learning, enhance vocabulary retention, as demonstrated by Huong (2022) These techniques help learners connect new vocabulary to their existing knowledge, facilitating easier recall and application.
In summary, vocabulary retention plays a crucial role in language acquisition and significantly impacts the success of language learning (Surmanov & Azimova, 2020) To effectively retain vocabulary, learners must be consistently exposed to new words, stay motivated, and employ effective learning strategies Additionally, teachers can enhance vocabulary retention by implementing diverse teaching methods.
To enhance vocabulary retention and foster effective communication in a foreign language, it is essential to implement methods that address learners' interests and needs This approach not only supports academic achievement but also contributes to social and professional success.
Figure 1 The forgetting curve of Herman Ebbinghaus
The decline in retained knowledge over time, often known as the
The "forgetting curve," also known as the "Ebbinghaus Forgetting Curve," offers a theoretical framework for understanding the gradual loss of information over time Ebbinghaus conducted experiments to explore the dynamics of memory and forgetting, establishing a foundational basis for the study of memory retention His findings highlighted key insights into how information is retained or lost.
Ebbinghaus (1885) discovered a systematic pattern in the rate of forgetting when he learned and recalled a list of nonsense syllables His research revealed that forgetting occurs most rapidly right after learning, with the rate of forgetting slowing down over time.
Research indicates that students initially retain new material quickly, but this retention rate declines significantly after a short period Within one to two days of learning, around 75% of the information is likely to be forgotten, with most of this loss occurring within the first hour.
Ebbinghaus (1885) introduced the concepts of retention and recall, revealing that the strength of the memory trace formed during initial learning directly influences the amount of information retained His forgetting curve indicates that memory traces weaken over time, resulting in decreased recall performance This decline underscores the need for interventions to slow down the forgetting process.
Ebbinghaus's research emphasized the significance of spacing learning and review sessions, revealing that distributing learning over time enhances long-term information retention This finding underpins the spacing effect, a key principle in the study of memory and learning.
Previous studies
Numerous studies have explored the effectiveness of online games in education A notable example is the research by Derakhshan and Khatir (2015), titled "The effects of using games on English vocabulary learning." Their findings indicate that games significantly enhance vocabulary acquisition by helping students memorize words more effectively.
Game-based learning enhances interaction, communication skills, and motivation among students It offers teachers the chance to create practical contexts for language application This study aims to help both teachers and students improve vocabulary understanding through engaging game-based activities The paper suggests various techniques for classroom implementation, advocating for their recognition as effective methods for teaching and learning new vocabulary.
Researchers, including Ahmed et al (2022), conducted a study to assess the effectiveness of Kahoot, a game-based learning tool, on vocabulary recall and retention among Iranian EFL learners Fifty intermediate participants were randomly divided into an experimental group (EG) and a control group (CG) After ten sessions, the EG learned new vocabulary using Kahoot, while the CG received traditional instruction The results from immediate and delayed posttests indicated significant differences in favor of the experimental group.
Incorporating Kahoot into the learning process significantly improves vocabulary recall and retention over traditional methods Teachers are encouraged to adopt game-based learning strategies to achieve better educational outcomes, while students are motivated to continue their English learning beyond the classroom.
Online games are increasingly recognized for their educational benefits, not only among middle school students but also by university professors Research by Yip and Kwan (2006) demonstrated that undergraduate students who engaged with game-based websites for vocabulary learning significantly outperformed those who participated in traditional activity-based lessons over a nine-week period Additionally, students expressed a preference for the online game approach, highlighting its effectiveness and appeal in educational settings.
The study reveals that while digital games can significantly enhance vocabulary learning, teachers stress the necessity for additional support to effectively integrate these games into core teaching practices Addressing potential challenges is crucial for successful implementation in educational settings.
English vocabulary poses a significant challenge for teachers in rural areas of Vietnam In their research titled “Promoting middle school students' English vocabulary retention via Quizlet,” Trang and Tam (2021) investigated the impact of digital flashcard tools on vocabulary retention among middle school students Their findings revealed an improvement in students’ retention, contributing to the existing literature on the benefits of using digital flashcards, particularly Quizlet, for enhancing English vocabulary retention This study is supported by the Cognitive Theory of Multimedia Learning within the SAMR model.
In a recent study by Dan and Thu (2023), researchers aimed to explore changes in students' attitudes towards vocabulary learning The analysis revealed that students showed significant enthusiasm for using Blooket, an interactive classroom game website, to enhance their vocabulary skills This platform offers a variety of engaging and creative games that effectively capture students' interest in learning.
Ngoc and Phuong (2022) conducted a study at Thai Nguyen University of Education to examine how Quizizz games influence students' vocabulary retention and their attitudes towards using these games for vocabulary learning Utilizing a quasi-experimental research design, the study involved 82 students who were split into control and experimental groups Data was gathered through pretests, posttests, and questionnaires administered after the intervention.
A study conducted over a 22-week period found that using Quizizz games significantly improved vocabulary learning among students The data analysis indicated that these games not only enhanced retention but also increased overall motivation Therefore, the study recommends integrating Quizizz games into English as a Foreign Language (EFL) classes.
Most studies mentioned primarily utilized experimental research methods, with the exception of Trang and Tam (2021) They specifically targeted grade-7 students with A1 level English proficiency, while other researchers focused on non-English major students or intermediate learners Quizzes and tests were commonly employed as research instruments, yielding positive findings across all studies.
Online games like Blooket and Wordwall may enhance vocabulary learning and retention compared to traditional methods While the effects of games like Kahoot and Quizizz have been widely discussed, Blooket and Wordwall remain underexplored This prompted a high school teacher to investigate their impact on grade-10 students within her educational context The study aims to provide insights that could inform adjustments in teaching English vocabulary, ultimately encouraging educators and material developers to incorporate game-based tools into their curricula.
METHODOLOGY
Action research
In recent decades, action research has gained popularity among researchers as a valuable method for understanding and improving educational practices According to Bassey (1998), it involves investigating to comprehend, evaluate, and enhance these practices Nunan (1992) highlights that action research not only aims to boost student performance but also focuses on refining teachers' instructional skills.
Action research is a powerful method for enhancing educational practices in rural high schools, such as those in Vinh Phuc It allows educators to assess and improve the use of online games in their teaching, fostering continuous improvement through systematic evaluation By addressing the unique challenges of their environment, action research empowers teachers, enhances student learning, and promotes collaborative problem-solving The immediate applicability of its findings, along with its flexibility and emphasis on reflective practice, makes action research an essential tool for driving ongoing advancements in education.
In this study, the researcher chose the cyclical action research model proposed by Burns (2010), which is based on the framework of Kemmis and McTaggart (1988), due to its suitability for her educational context and participants This model encourages educators to adopt a research-oriented approach to explore classroom dynamics The process starts with identifying challenges in teaching, such as students' lack of engagement with course materials or difficulties with specific topics, prompting the action researcher to follow a structured sequence to address these issues.
25 of phases (reflect, plan, action, observe) known as the Action Research Cycle to systematically address the problem
Figure 2 Cyclical action research model
(Kemmis and McTaggart (1988), as cited in Burns, 2010)
In reality, initial plans rarely execute flawlessly, prompting educators to adjust their action plans based on experiences and student feedback This iterative process of planning, action, observation, and reflection often leads to continuous improvements While projects may not strictly adhere to this cycle, flexibility is essential when circumstances require adaptation.
The procedural steps of the model facilitated the seamless execution of the study, accurately reflecting the research actions taken A key advantage of this model is that it allows the researcher to repeat the cycles until achieving satisfactory results.
The researcher chose action research as a teaching method because of its many benefits This approach was considered the most appropriate for the study, especially for examining how online games can improve English vocabulary retention in tenth-grade students.
26 grade students in Vinh Phuc province.
Research setting
A study was carried out involving 40 grade-10 students at a rural high school in Vinh Phuc province, which is overseen by the Vinh Phuc Department of Education and Training At this school, English is taught four times a week, with each lesson lasting 45 minutes.
In class 10A8, where students exhibit varying vocabulary proficiency levels from A1 to B1 (CEFR), teachers are employing diverse methods to enhance student motivation for learning One popular approach is the integration of online games, utilizing projectors, smart active boards, and smartphones, to create an engaging educational environment.
The study involved 40 EFL learners, comprising 35 females and 5 males, all of whom volunteered to participate These participants were from an upper secondary school in Vinh Phuc province, with ages ranging from 15 to 16 years, categorizing them as teenagers.
The study utilized the textbook "Tieng Anh 10 - Global Success" by Hoang Van Van and Hoang Thi Xuan Hoa, published by the Vietnam Education Publishing House This textbook comprises ten units, with a focus on vocabulary for test design The assessments included a pre-test, immediate posttest, and delayed posttest, specifically covering Units 1 to 7, as students had recently completed Unit 7 at the study's onset.
Data collection instruments
The researcher conducted three tests: a pretest at the beginning of the
The action research project involved administering an immediate posttest at the conclusion of the procedure, followed by a delayed posttest two weeks later, to assess changes in students' performance Additionally, a questionnaire consisting of 15 questions was distributed at the end of the research to gather students' opinions on the effectiveness of online games for vocabulary retention and their attitudes towards the use of these games.
The pretest, consisting of 20 multiple choice questions focused on vocabulary, was developed prior to the teacher's action plan The choice of multiple choice questions aligns with the school's bi-monthly mock tests that follow the GCSE format, serving as a tool to evaluate both student learning and teaching methods Emphasizing vocabulary is crucial for successfully completing these assessments This research aims to utilize MCQ tests to assess students' vocabulary retention, reflecting its significance in the educational context At the onset of the action plan, students were engaged with Unit 7 of the Tieng Anh 10 Global Success textbook, leading to the pre-test content being centered on vocabulary from Units 1 to 7.
The test consists of three sections: a multiple-choice section with 10 gap-fill questions, a section for identifying antonyms with 5 questions, and a section for finding synonyms with another 5 questions Each question offers four options, with only one correct answer, requiring students to utilize their knowledge to select the best choice.
Because the test is in the MCQ form, the teacher used QM software (a popular software used for marking MCQ tests) to get the detailed scores of the
40 students In fact, the researcher chose the format of the tests based on GCSE
28 format, for the sake of students’ performance in the periodical tests as well as the GCSE results at the end of their secondary education
The posttests were designed at the end of the second cycle, after 10 weeks since the beginning of the pretest The delayed posttest was carried out
2 weeks after the immediate posttest The words checked in the tests were the same, but they are re-worded in the different sentences
The survey was conducted at the conclusion of the action plan, utilizing a questionnaire as a method to gather information on respondents' attitudes, knowledge, beliefs, and feelings, as defined by Polit and Hungler (1997) Labaw (1980) outlined key principles for effective questionnaire design, which encompass three main areas: question design, question wording, and formatting or layout.
Figure 3 General principles of designing questionnaire
The researcher developed a 15-question questionnaire to gather data on students' perspectives and attitudes towards Blooket and Wordwall After consulting with her supervisor and colleagues for feedback on the questionnaire's relevance and content, she conducted a pilot survey with two students The questionnaire addressed affective, cognitive, and behavioral aspects, as adapted from McLeod (2023), with the first nine questions designed to provide comprehensive insights by offering at least two response options.
Students frequently encounter difficulties with online games used during class lessons and homework tasks, highlighting their importance in the learning process A survey assessed these challenges, with six remaining questions rated on a five-point Likert scale from 1 (strongly disagree) to 5 (strongly agree).
5 (strongly agree) Most of the questions were closed-ended while there was also a chance for students to show their own opinions at the end of Q.2, Q.4, Q.5 and Q.15
Following the principles by Labaw (1980) and Mc Leod (2023), the questionnaire consisted of the following details:
Difficulties in learning English vocabulary
Q.3 Importance of learning English vocabulary
Vocabulary teaching methods used by the teacher and methods preferred by students
Q.6 Frequency of practicing online games
Q.8 Desire to continue this method
There are three steps taken to carry out the questionnaire
Step 1: Preparing: the researcher designed a questionnaire based on the purpose of the study
Step 2: Piloting: Before issuing the questionnaire on a large scale, Bell (1999) advised that a pilot questionnaire should be conducted so as to identify and remove ambiguous questions Firstly, the questionnaire was sent to the researcher’s supervisor, her colleagues who were also specialized in English for consultation and advice Then she checked the content again based on the feedback The next stage would be the pilot questionnaire
A draft questionnaire was discreetly given to two students from class 10A8, without informing the other students The teacher reviewed their responses and made necessary adjustments to the questionnaire's content based on their feedback.
Step 3: Administering: At the end of the second cycle, 40 copies of the questionnaire were delivered to the students of class 10A8 During the completion, the researcher observed and collected to go on the next procedure
The research focused on evaluating the impact of online vocabulary games on students' vocabulary retention, considering both teachers' and students' viewpoints This was achieved through action research conducted in two cycles, utilizing a mixed-methods approach.
3.3.3 Issues of validity and reliablity
The research aimed to precisely assess how online games enhance vocabulary retention among grade-10 students during classroom lessons and homework Tests were conducted in a consistent environment following the same procedures To ensure validity, the teacher utilized vocabulary from the textbook Tieng Anh 10 (Global Success), allowing for an accurate measurement of students' vocabulary repertoire after a 10-week action plan project.
To ensure reliability in testing, we meticulously monitored the administration conditions of tests and questionnaires to prevent student cheating We maintained a consistent testing location to create a familiar and comfortable environment for students Additionally, we removed students' names and class information to ensure anonymity in the grading process.
Procedures
After analyzing students' vocabulary and the results of the GCSE mock test, the researcher identified issues in their language output To address this, she explored effective solutions to improve vocabulary retention As an M.A student, she proposed her plan to her professors and received their support, along with backing from the school's management She implemented a 10-week action plan, dedicating the first five to seven minutes of each lesson to online vocabulary games, which did not interfere with the overall lesson time in Tieng Anh 10, as other warm-up and consolidation activities were also included.
The action plan consists of two five-week cycles During the first cycle, the practitioner implemented vocabulary activities using Blooket online games, conducted entirely through classroom lessons.
Step 1: Teacher logs in Blooket game
Step 2: Teacher opens the game activitiy which was designed before Step 3: Teacher chooses the game mode of Blooket (Gold quest, Factory, Classic, Racing, etc.) and begins the tour
Step 4: Students log in according to the ID provided on teacher’s screen and then they can play They were informed when to use the smartphones before
Step 5: Teacher and the whole class can see the results and standings Then during 5 weeks the teacher observed and reflected The information was shown at the end of the lesson plans as teaching experience When cycle I
After the first cycle, it became evident that repeating the same game could diminish student enthusiasm and lead to forgetfulness of learned vocabulary In response, the educator introduced a new online game, Wordwall, while still utilizing Blooket, but transformed the activities into homework tasks aimed at reinforcing vocabulary This approach aimed to diversify learning activities, boost vocabulary retention, and maintain student engagement, preventing monotony in vocabulary acquisition Additionally, employing multiple tools allowed for seamless transitions to alternative applications in case of technical issues.
3.4.2 Action: Putting the plan into action
The researcher implemented lesson plans and conducted teaching activities systematically Initially, for lessons incorporating games, the teacher can utilize online games as warm-up activities at the start or for vocabulary consolidation at the end of the lesson Each lesson typically lasts between 5 to 7 minutes, depending on the complexity of the vocabulary Generally, the game activities include 10 gap-fill, matching pictures, or multiple-choice questions.
In the late academic year of 2022-2023, an action research study was conducted at a high school in Vinh Phuc province, focusing on online vocabulary activities The primary goal was to enhance students' retention of English vocabulary, thereby facilitating the development of their other language skills.
In the initial phase of the study, the online vocabulary game Blooket was implemented over a five-week period The teacher created multiple-choice questions (MCQs) to introduce new vocabulary During the lessons, the teacher utilized a laptop connected to the internet, while students participated using their smartphones with Wi-Fi access, which was approved by both the management board and parents.
In the second cycle, Wordwall was utilized alongside Blooket as a supplementary tool to enhance vocabulary retention The teacher created online game-based homework tasks to reinforce new words At the start of each lesson, the teacher dedicated a few minutes to assess students' vocabulary through various methods, including questioning and summarizing the previous lesson.
3.4.3 Observe: Observing the results of the plan
The researcher examined student performance and vocabulary retention over a 10-week period, highlighting the positive impact of online games Observations included classroom dynamics, the atmosphere, and student reactions to the teacher, which were documented as part of the teaching experience The study emphasized vocabulary usage in student outputs and their responses to the teacher's requests during online activities.
In both phases, the researcher observed and took notes during teaching learning process
Step 1: Preparing: the researcher designed a questionnaire based on the purpose of the study The questionnaire is bilingual – both English and Vietnamese version and students can choose which version they want to write on
Step 2: Piloting: Before issuing the questionnaire in a large scale, Bell (1999) advised that a pilot questionnaire should be conducted so as to identify and remove ambiguous questions Firstly, the questionnaire was sent to the researcher’s supervisor, her colleagues who were also specialized in English for consultation and advice Then she checked the content again based on the feedbacks The next stage would be the pilot questionnaire
A draft of questionnaire would be handed to two students from class 10A8
35 without the notice from the other remaining students The teacher considered the answers in the questionnaire and made some changes in the content of the questionnaire if necessary
Step 3: Administering: At the end of the second cycle, 40 copies of the questionnaire would be delivered to the students of class 10A8 During the completion, the researcher observed and collected to go on the next procedure
3.4.4 Reflect: Reflecting and planning for further action
In this research, reflection involved the analysis of students' vocabulary exercise results during the use of online vocabulary games This reflective process enabled the researcher to identify both the strengths and weaknesses of the technique employed.
Data analysis
The quantitative data from tests and questionnaires were organized for analysis and examined using descriptive statistics to highlight key characteristics A paired sample t-test was conducted to compare pretest and post-test measurements, identifying any significant differences resulting from the intervention Additionally, questionnaire responses were visualized through tables and pie charts to illustrate patterns and trends Ultimately, the findings from both the tests and questionnaires were interpreted and discussed to address the two research questions.
Furthermore, the data were categorized into different themes to provide supporting evidence for the findings from tests and questionnaire.
FINDINGS AND DISCUSSION
Research findings
The study analyzed data from tests and questionnaires to assess the vocabulary learning of grade-10 students, focusing on the effectiveness of online games in enhancing long-term word retention Additionally, it explored students' attitudes towards these online vocabulary games and gathered their suggestions for improvement.
To address research question (1), results from the pretest, immediate posttest, and delayed posttest were gathered All tests shared similar formats, text types, instructions, length, difficulty levels, and time allocations The instructions were clear, with only one correct option provided, ensuring grammatical accuracy These tests adhered to the 14 rules outlined in the MCQ test designing handbook from Brigham Young University The consistent design across the pretest, immediate posttest, and delayed posttest aimed to ensure reliable results.
38 reliability of the test results The papers were marked by QM software – a popular marking software today
A pretest and two posttests were administered to 40 grade-10 students to assess changes in their ability to memorize new words following two cycles of action research Paired sample T-tests were utilized to determine significant differences among the pre-test, immediate posttest, and delayed posttest results The comparison statistics for these three assessments are presented in the following tables.
Table 1 Results of t-test for Total scores (Immediate posttest and Pretest)
Immediate posttest Pretest Immediate posttest –
Table 2 Results of t-test for Total scores (Delayed posttest and Immediate posttest)
Table 3 Results of t-test for Total scores (Delayed posttest and pretest)
Delayed Posttest Pretest Delayed Posttest -
The Null Hypothesis posits that a P-value greater than 0.05 indicates no significant difference in students' performance Conversely, the Alternative Hypothesis suggests that a P-value less than 0.05 signifies a notable difference between the results of pre-tests and post-tests.
The three tables present the means, t-values, degrees of freedom, and significance numbers for the comparison of results across the pre-test, immediate post-test, and delayed post-test Notably, the significance values in all three tables were below 0.05, indicating a significant difference in the results The data illustrates a consistent improvement in student performance from the pre-test to the immediate post-test and further to the delayed post-test.
The test results indicate that students 1, 6, and 23 experienced the most significant improvement, with an increase of 2.5 points In contrast, students 19 and 36 showed a decline in their scores compared to the pretest Further investigation revealed that students who practiced regularly, following the teacher's recommendations, demonstrated substantial progress, while those who were less cooperative exhibited slower improvement.
Consulting Descriptive Analysis of Excel, it can be analyzed that the Mean changed from 6.21 to 6.63 through the period shown
Table 4 Analysis of pre-test and post-tests spectrum
Table 4 illustrates the distribution of student grades across the pretest, immediate posttest, and delayed posttest The number of students scoring below average decreased significantly from 5 (12.5%) in the pretest to just 1 (2.5%) in both the immediate and delayed posttests While the proportion of students achieving marks between 5 and 6.5 remained relatively stable between the pretest and immediate posttest, it declined from 15 to 9 students (22.5%) in the delayed posttest Notably, there was a substantial increase in the number of students earning good marks (above 8), rising from 5.
The analysis of test results reveals a significant improvement in student performance, with scores increasing from 12.5% in the pretest to 20% in the immediate posttest, and reaching 32.5% in the delayed posttest Notably, one student achieved a perfect score of 10, a feat not seen in earlier assessments These findings suggest that the integration of online games has positively impacted students' ability to retain vocabulary over time.
The total number of the questionnaire sent out was 40, and received in turn was 40, accounting for 100%
To address research question number (2), a self-developed questionnaire consisting of 15 questions was utilized to gather students' opinions on the effectiveness of online vocabulary games like Blooket and Wordwall in improving vocabulary retention and shaping their attitudes towards these games The analysis focused on five key categories: students' challenges in learning vocabulary, the significance they place on vocabulary acquisition, their level of cooperation, the teaching methods employed by their instructors, and their overall attitudes towards the use of games in learning.
A survey of 32 students revealed that 80% faced challenges in learning vocabulary Notably, 50% struggled to differentiate between synonyms and antonyms, despite sometimes recalling their meanings Additionally, 32.5% found it difficult to remember word meanings, while 17.5% were uncertain about the appropriate contexts for using certain words.
4.1.2.2 The importance of learning vocabulary
When students are asked to rate the importance of vocabulary in learning
English, they gave the response as follows:
Graph 1 Students rate the importance of vocabulary
A significant majority of respondents recognized the importance of vocabulary, with only 12% considering it to be of little or no importance This positive outlook is encouraging for educators, as students who perceive vocabulary learning as essential are more likely to engage with teachers' strategies and solutions.
4.1.2.3 The degree of cooperation of the students and students’ choice
Q.6 in the questionnaire was set up to discover the number of times students join homework tasks shown on online games This figure does not include the activities during class lessons
Students were assigned 10 online lessons through Blooket and Wordwall games, and a quarter of participants played vocabulary games from 8-10 times
Students rate the importance of vocabulary
Very important Quite importantImportant Little bit importantNot important at all
42 and a quarter said that they played 3-4 times 43% visited those websites for 5-
7 times and 8% only followed the teacher’s request for once or twice during the course of the action research None of them failed to access to those websites
Regarding the effectiveness of the utilization of online vocabulary games on vocabulary retention, students showed their opinion in question number 7
Graph 3 Opinions on the effectiveness of online games
A significant majority of students, 34 out of 40, or 85%, indicated a strong interest in continuing the use of online vocabulary games to enhance their vocabulary skills in the future.
To investigate students’ choice in vocabulary teaching methods, Question 4 and 5 were designed with the promising results
Table 6 Students’ preference for vocabulary teaching methods
Methods Used by teacher Preferred by students
The table compares the teaching methods employed by educators with those favored by students, providing valuable insights into the alignment or disparity between instructional approaches and student preferences Students have the option to select multiple choices, reflecting their preferred strategies for learning vocabulary.
Opinion of students on the effect of using online games to improve vocabulary retention
Very effective Effective Relatively effective Ineffective
The teacher's use of visual aids and interactive activities aligns with student preferences, yet only 12 students favor direct instruction, highlighting a significant misalignment between teaching methods and student needs To enhance engagement, the teacher should consider incorporating more interactive and dynamic teaching techniques.
Discussion
✓ Positive impact on vocabulary retention:
The study aimed to evaluate the effectiveness of online games on grade-10 students' retention of English vocabulary and their attitudes towards using these games It focused on determining whether online games positively influence vocabulary retention, potentially due to their immersive and interactive qualities The findings aligned with previous research by Derakshan (2015) and Bavi (2018), indicating that incorporating games into language learning facilitates quicker and easier vocabulary retention for learners.
An independent sample t-test revealed a statistically significant difference in test scores during the action research period This result aligns with the findings of Yip and Kwan (2006), Derakshan (2015), Bavi (2018), and Quispe.
Online games enhance student learning by exposing them to grammatical patterns in various contexts A study conducted in 2016 revealed that the implementation of computer-based digital games led to improved learning outcomes, as evidenced by pre-test and post-test results The findings from the t-test allowed for the rejection of the null hypothesis, confirming that online games like Blooket and Wordwall significantly boost students' vocabulary retention These results align with the research conducted by Trang and Tam (2021) and other scholars in the field.
Yip and Kwan (2006) found that students favor learning through online educational games over traditional activity-based lessons Their research indicates that students engaged in electronic environments and games achieve greater success in vocabulary acquisition compared to those who learn through conventional methods.
In a study by Yip and Kwan (2006), participants reported that the instructions and game rules were easy to follow However, in the current study, nearly half of the students felt that playing games consumed a significant amount of their time.
The study revealed a significant shift in students' attitudes towards vocabulary learning, with increased motivation and enthusiasm attributed to a gamified approach The incorporation of fun and challenge through games encouraged students to invest more time and effort in vocabulary practice Questionnaire results confirmed a positive attitude towards learning vocabulary via online games, supporting the researcher's hypothesis Additionally, the findings aligned with previous research conducted by Trang and others.
The study revealed a complex relationship between time spent on online games and vocabulary retention, with students acknowledging improvements yet feeling that games consume significant time This finding contrasts with Thu and Dan (2023), who argue that Blooket does not detract from teaching time Nevertheless, students generally reported increased engagement with vocabulary learning when it was delivered in a game format, which may have led to enhanced vocabulary outcomes and more favorable attitudes towards learning.
The findings from both the tests and the questionnaire provide valuable insights into the effectiveness of using online games, specifically Blooket and
Wordwall, in improving vocabulary retention among grade-10 students.
