Investigation into the role of interactive learning, aimed at increasing k40 studentsenglish speaking ability in hanoi pedagogical university n0 2

HANOI PEDAGOGICAL UNIVERSITY NO.2 FOREIGN LANGUAGE FACULTY TRINH THI HAI YEN INVESTIGATION INTO THE ROLE OF INTERACTIVE LEARNING, AIMED AT INCREASING K40 STUDENTS‟ ENGLISH SPEAKING A

HANOI PEDAGOGICAL UNIVERSITY NO.2

FOREIGN LANGUAGE FACULTY

TRINH THI HAI YEN

INVESTIGATION INTO THE ROLE OF

INTERACTIVE LEARNING, AIMED AT

INCREASING K40 STUDENTS‟ ENGLISH SPEAKING ABILITY IN HANOI PEDAGOGICAL

2

A MINOR THESIS FOR GRADUATION

Supervisor: Rick Parfett

HA NOI - 2015

ACKNOWLEDGEMENTS

I would like to take this chance to express my greatest gratitude to Mr Rick Parfett, my supervisor, for his patience in providing continuous and careful guidance

as well as encouragement, indispensable suggestions and advice

I wish to thank all the lecturers at Hanoi Pedagogical University Number 2, especially the lecturers in the Foreign Language Faculty for their dedicated instructions during my years of university work

I would also like to take this opportunity to express my deepest thanks to year English majors at Hanoi Pedagogical University Number 2 for their help in completing the survey questionnaire

first-I am particularly grateful to my close friends for their kind assistance and their encouragement during my study

Last but not least, I owe a debt of gratitude to my beloved family, for their hearted encouragement and endless support

whole-ABSTRACT

There has been a large amount of research indicating that interactive learning methods can help to improve students‟ English speaking ability In Vietnam, however, tools such as games, plays and presentations are rarely used at high school, and only sporadically at university While Vietnam is in the process of changing from a traditional, teacher-centred approach to education to a more flexible, student-centred approach, few studies have been undertaken regarding the use of interactive learning methods It is important to investigate Vietnamese students‟ perceptions and preferences regarding interactive learning, as well as to evaluate its effectiveness in increasing speaking ability This study investigates the attitudes towards, exposure to, and role of interactive learning in a class of first-year students at Hanoi Pedagogical University No.2 (HPU2) The first phase of the study consisted of 40 first-year students completing anonymous survey questionnaires to gauge their perceptions of interactive learning The second phase consisted of statistical analysis of sequential mid-term test scores, the first after one months‟ exposure to interactive learning (semester one), the second after six months‟ exposure (semester two) Analysis of responses to the survey questionnaire reveal a student body that is enthusiastic about interactive learning despite a lack of previous exposure to these methods Students are eager for more interactive learning tools to be incorporated into classes, and most feel that these methods improve their confidence and speaking ability This perception is supported by analysis of the test scores, which demonstrate a significant improvement between semester one and semester two This study suggests that interactive learning methods, while not traditionally a part of the Vietnamese educational system, are nevertheless popular and effective tools to improve students‟ English speaking ability

STATEMENT OF AUTHORSHIP

Title: INVESTIGATION INTO THE ROLE OF INTERACTIVE LEARNING, AIMED AT INCREASING K40 STUDENTS‟ ENGLISH SPEAKING ABILITY

IN HANOI PEDAGOGICAL UNIVERSITY NUMBER 2

(Submitted in partial fulfilment of the requirements for Degree of Bachelor of Arts in

English)

I certify that no part of this thesis has been copied from any other person‟s work without acknowledgements and that the thesis is originally written by me under the instructions from my supervisor

Date submitted: May, 2015

Student Supervisor

TRINH THI HAI YEN RICK PARFETT

TABLE OF CONTENTS

ACKNOWLEDGEMENTS i

ABSTRACT ii

STATEMENT OF AUTHORSHIP iii

TABLE OF CONTENTS iv

PART ONE: INTRODUCTION I Rationale 1

II Research presupposition 2

III Research objectives 2

IV Research scope 2

V Research task 3

VI Research methods 3

VII Significance of the proposed research 3

VIII Design of the research work 3

PART TWO: DEVELOPMENT CHAPTER ONE: THEORETICAL BACKGROUND 5

I Literature review 5

II Spoken English ability 9

II.1 The importance of speaking English 9

II.2 Confidence and fluency in English speaking 10

III Interactive learning 10

III.1 Definition of interactive learning 10

III.2 Contrast between interactive learning and traditional learning 11

III.3 Types of interactive learning 12

III.3.1 Games 12

III.3.1.1 Benefits of games 12

III.3.1.2 Types of games 13

III.3.1.3 Important things to consider when using games in the classroom 14

III.3.1.4 Some examples of games teachers can use 15

III.3.2 Pictures 16

III.3.2.1 Benefits of pictures 16

III.3.2.2 Important things to consider when using pictures in the classroom 16

III.3.2.3 Some examples of pictures teachers can use 18

III.3.3 Student-led activities (plays and presentations) 20

III.3.3.1 Plays 20

III.3.3.1.1 Definition of role-plays 20

III.3.3.1.2 The importance of role plays 20

III.3.3.1.3 Tips on successful classroom role-play 21

III.3.3.2 Presentations 21

CHAPTER TWO: METHODOLOGY 23

I Survey questionnaire 23

I.1 Rationale for the use of a survey questionnaire 23

I.2 Purpose of the survey 23

I.3 Population of the survey 23

I.4 Construction of the survey 24

II Purpose of analysis of mid-term test scores 24

II.1 Rationale for the use of mid-term test scores 24

II.2 Try-out 24

II.3 Steps of data analysis 24

CHAPTER THREE: THE RESULTS 25

I The results from survey questionnaire 25

I.1 Analysis for pre-improvement 25

I.2 Analysis for post-improvement 29

I.3 Results Analysis 33

II The results from test-score 36

PART THREE: CONCLUSION I Summary of the study 37

II Implications for speaking lessons 37

II.1 For teachers 38

II.2 For classroom facilities 38

III Limitations and suggestions for further studies 38

III.1 Limitations 38

III.2 Suggestions for further studies 39

IV Conclusion 39 REFERENCES I APPENDICES III

PART ONE: INTRODUCTION

I Rationale

In Vietnam, many students begin learning English as early as elementary or middle school but few students speak the language fluently upon graduating from high school Students are often unable to use English beyond simple greetings and interactions, such as „hello‟, „goodbye‟ and „What is your name?‟ As a result, many university students lack the confidence and fluency necessary to participate actively in English conversations Students in Hanoi Pedagogical University No.2 (HPU2) suffer from this problem, like many of their peers; they are not used to active involvement and participation in lessons Therefore teachers of first year English major students at HPU2 need to design learning strategies that address this problem One of the key teaching approaches is interactive learning, which responds dynamically to the needs

of learners Interactive learning places an emphasis on student participation and shared understanding, instead of the traditional model of teacher-dominated discourse

It encourages students to play an active role in the lesson, encourages imagination and strengthens problem-solving and critical thinking skills This thesis focuses on three areas of interactive learning: games, pictures, and student-led activities, such as plays, presentations and debates

Using games, pictures and student-led activities has many benefits Firstly, games help students to feel motivated, included and like active participants in a class They also allow students to work together in teams, thus improving classroom atmosphere and encouraging peer-to-peer learning Games help to strengthen lingual skills, develop confidence and fluency and improve interpersonal relationships in the classroom Pictures, are also an extremely effective tool in improving students‟ speaking performance The more senses that are used to remember a representation, the more likely it is to be recalled with accuracy Therefore vivid images play an important part in vocabulary recall Pictures can be used to reinforce concepts in ways that words cannot, and to strengthen associative memory The growing popularity of websites like memrise.com points to a trend towards learning based on association, and tailored to each student‟s individual learning style Finally, student-led activities encourage students to become more confident and creative, increase the accessibility

and interest of the material presented and encourage more active learning styles This approach opens students‟ minds to new ways of thinking and enriches the learning process

Unfortunately, the learning style of first year English students at HPU2 is usually inflexible They take no active part in lessons, and often struggle to engage with the material One of the main reasons for this is that teachers sometimes do not possess or make use of adequate teaching methods to engage their students interest There are many games, pictures and student-led activities that teachers can use to improve English communication ability, such as Say the Question game, guessing topics from pictures, plays, debates or presentations These activities are likely to make speaking lessons more effective, more dynamic and improve learning outcomes

Therefore, the thesis will consist of an “investigation into effective approaches to interactive learning, aimed at increasing K40 students‟ English communication ability”

II Research presupposition

When investigating effective approaches to interactive learning aimed at increasing K40 students‟ English communication ability, several questions are raised:

1 How much exposure have students had to interactive learning methods prior to university?

2 What difficulties do students face when speaking English?

3 How do interactive learning methods affect these difficulties?

4 Do students prefer traditional or interactive learning?

5 Which interactive learning tools do students find most effective?

III Research objectives

To give an overview and comparison of interactive learning tools that can be used effectively in speaking lessons in order to enhance students‟ English communication ability and increase their interest levels

IV Research scope

The study focuses on interactive learning and how to use interactive learning tools effectively in speaking lesson

The population of the study involved 40 English major students in K40 class (first year) of the Foreign Language Faculty of HPU2

V Research task

The study involves fulfilling the following tasks:

1 To provide an overview of interactive learning including definition and classification

2 To study the effectiveness of interactive learning

3 To design and implement a survey of student attitudes to determine which facets

of interactive learning students find most effective and why

4 To propose effective strategies to improve the English communication ability of students

VI Research methods

To obtain the results of this study, the following methods have been applied:

• Questionnaire survey of the population of 40 students, investigating their exposure to and attitudes towards interactive learning methods

• Analysis and comparison of test scores obtained by the students in the first and second semesters of study at HPU2

VII Significance of the proposed research

Teaching English speaking can be difficult and disheartening for both teachers and students if teachers lack an effective strategy If teachers restrict students to learning grammar rules or using set lingual forms, students do not acquire the skills to speak freely and become anxious about making mistakes while speaking This does not mean that grammar is important, or that it should be ignored On the contrary, grammar is an essential area of language Initially, however, teachers should direct students to focus

on the function and use of a language Using interactive learning activities and tools is

a great way to improve student confidence and speaking ability This research introduces several suggested interactive learning activities that teachers can incorporate into speaking lessons, and examines their effectiveness and popularity It

is hoped that they will be useful to teachers who are interested in creating effective lessons that stimulate student enthusiasm and participation

VIII Design of the research work

There are three main parts in this thesis: introduction, development, and conclusion

Part one is the introduction This part consists of: the rationale, the presupposition, the aims, and the significance, the scope, the methods, and the design of the thesis

Part two is the development, which consists of 3 chapters:

- Chapter one: THEORETICAL BACKGROUND briefly presents the theoretical background of interactive learning, including a literature review

- Chapter two: METHODOLOGY presents the methods used in the study

- Chapter three: THE RESULTS shows the detailed results and analysis of the data collected from the survey questionnaires

Part three is the conclusion, which provides a summary and conclusion of the study, considers its limitations, and makes suggestions for further studies

PART TWO: DEVELOPMENT CHAPTER ONE: THEORETICAL BACKGROUND

I Literature review

Interactive learning methods have been proposed as the solution to many issues facing educational establishments, including lack of student focus, inability to retain information and failure to engage with the teaching material In language teaching in particular, there has been a great deal of interest in the potential of interactive learning

to transform the learning experience Wilga M Rivers characterised the problem inherent in traditional methods of language teaching,

“How do we get our students to this autonomous stage of language use? Until we have solved this problem, we will continue to mark time: developing more and more efficient techniques for producing foreign language cripples, with all the necessary muscles and sinews but unable to walk alone” (Rivers, 1972, p.72)

In his discussion of the use of new technology in interactive learning, Sessoms noted that,

“one complaint about current teaching is that it is lecture based (didactic), thus creating a teacher centered learning environment Interactive teaching is not void of lecture; rather, lecture is used in combination with active demonstrations… students interact with the content through a combination of the abstract and the

concrete…students are encouraged to control their learning and extract meaning” (Sessoms, 2008, p.90-91)

Rivers argues that “we need a new model of our language-teaching activity which allocates a full role to the student‟s individual learning in communication”, and proposes a division of processes, corresponding to „skill-getting‟ and „skill-using‟

„Skill-getting‟ is to be promoted through cognition and production (ie through reading, listening and drill work), whereas skill-using should be promoted through interaction and by increasing motivation to communicate (Rivers, p.73)

The distinction between the necessary skill sets in language learning is

maintained in her later paper, Comprehension and Production in Interactive Language

Teaching, “since the grammar we draw on for effective real-time comprehension is

different from the grammar we need to express out ideas explicitly…listening (or reading) will not result in the internalising of the production grammar we require for

speaking” (Rivers, 1986, p.5) While the case for these different skill sets, and the necessity of diverse teaching methods to teach them seems clear, “despite all we know about the differences between listening for comprehension and speaking to be comprehended…many students are not even made aware of the need for developing different strategies for the two aspects of communication” (Ibid., p.5) Therefore is it clear that more interactive teaching and learning strategies must be developed, based

on teaching the different skill sets

Richard-Amato makes the case for including games as an important part of language teaching, claiming that "games can lower anxiety, thus making the acquisition of input more likely" (Richard-Amato 1998, p.147) The anxiety lowering properties of games may therefore encourage shy students to participate more actively

in class Furthermore, they "add diversion to the regular classroom activities…break the ice, [but also] introduce new ideas" (Ibid., p.147) This diversion from traditional activities can help increase student interest levels in lesson content, and improve motivation and participation Games and problem-solving activities not only create a positive atmosphere in the classroom, but also foster verbal learning and help to stimulate communicative interaction (Mollica, 1981 p.620) Games can allow learners

to practise lingual structures that are commonly used in real life situations, but are rarely taught in class They can therefore provide a model for future language use outside the classroom (Rivers, 1972, p.79)

Pictures are traditionally used to teach reading, but several authors have made the case that they can are useful in the teaching of speaking too Werff argues that

“visuals, especially „unusual‟ pictures, foster students‟ imagination, which in turn motivates them to use English” (Werff, 2003, p.1) Rivers points out that, “listening with comprehension is learned by attentive listening, which is motivated listening…objects and pictures serve a purpose of arousing interest and curiosity”, and

so mean that students pay more attention to the material and learn more effectively (Rivers, 1986, p.3) Kang argues that “it is very important to give students meaningful tasks that they would encounter in the real world The raw material for such tasks can often come from authentic… texts such as advertisements, magazines, brochures (or) flyers” (Kang, 1997, p.18)

Rebecca L Oxford addresses a third facet of interactive learning, the use of role plays and simulations in teaching English A simulation such as a mock international-relations summit, or an interaction between a waiter and a customer, represent a real world system and situation The advantage of these kinds of activities are that, while giving students experience of plausible scenarios in the target language, “physical and emotional safety are guaranteed and participants can make linguistic mistakes without serious real-world consequences” (Oxford, 1997, p.449) She points to research which indicates that “such tasks generate vast amounts of authentic language, cause active student involvement, engage students‟ motivation and interest, help students think about and live the target culture to some degree, and enable learners to practise communication skills” (Ibid, p.449) Rivers suggests a number of activities of this type, including: establishing and maintaining social relations; seeking information; giving personal information; learning to do or make something; expressing one‟s reactions; talking one‟s way out of trouble; problem solving ; and conversing over the telephone (Rivers 1972, p.80) These activities “give the student practice in relying on his own resources and using his ingenuity so that…he realises that only by interacting freely and independently with others can he learn the control and ready retrieval essential for fluent language use” (Ibid, p.81)

In order to prove the effectiveness of an interactive approach to learning, several experiments have been carried out Carol Herron‟s study concerned the use of Garden Path Correction Strategy (GPCS) This strategy focuses on two kinds of learner error: overgeneralisation of language rules; and language transfer errors from a student‟s first language The strategy involves deliberately provoking student errors, and then correcting them as they occur In one study, for example, the general rule for

making comparisons in French was taught (using plus + adjective + que) A drill

was then constructed to teach this rule, but also to provoke students into erroneously

applying it to the adjective bon When students naturally overgeneralised the pattern to

this adjective, a correction was immediately provided (Tomasello and Herron, 1988, p.238) In her further study, Herron used the Garden Path approach again, with impressive results: in the first quiz, GPCS students achieved a grade of 74 percent, compared to 51 percent in the control group; in the second test the scores were 83 percent to 63 percent respectively; and in the final test the scores were 89 percent to 68

percent (Herron, 1991, p.972) Herron concludes that this approach to interactive

learning may be effective “because the best first language learning experiences are

those in which children discover matches and mismatches between their own attempts

at communication and those of mature speakers” She also points out that this technique ensure that,

“teacher correction is done in a non-threatening way…students make errors simultaneously, responding chorally, and no one student is singled out…students thus make language errors in an accepting social setting in which the error is viewed as a logical and inevitable step in learning grammar.” (Ibid, p.973)

An experiment by Tonya Hilligoss gives further evidence for the effectiveness

of interactive approaches Hilligoss taught two introductory sociology classes, one in a traditional style, one in an interactive style in order to determine “whether productive classroom chemistry could be created by using the interactive learning model” (Hilligoss, 1992, p.12) In the experimental class she not only encouraged the constant intellectual interaction between students and the instructor, which helped to create positive classroom chemistry, but also she gave the group the opportunity to participate in interactive group exercises in which they could get to know one another This integration of a personalized teaching style with opportunities for group interaction was an attempt to counteract the feeling of alienation within a large class, which contributes to the sense that learning is the teacher‟s responsibility, not that of the students (Ibid, p.13)

The results of Hilligoss‟ study make a compelling case for the interactive model: “the control class had a no-show rate of 20 percent, as opposed to…4.5 percent

in the experimental class”; the control group had an attrition rate of 44 percent, compared to only 23 percent for the experimental group”; “the experimental group contained four students who missed no classes at all, whereas the control group included only one who attended every class” In student performance too, the results were better for the interactive group: “the average semester grade in the experimental group was 2.6, compared to 2.0 for the control group” and “28 percent of those in the experimental group earned A‟s compared to only seven percent of those in the control group” (Ibid, p.15) Finally, the interactive learning model seems to have promoted student interaction: “more than half of the experimental group (51.7%) knew or many

students well enough to study with them, as opposed to only 10.5 percent of the control group”; “48.3 percent of the students in the experimental group helped more than one other student in the class, as contrasted with only 27 percent of the control group” (Ibid, p.15-16) Hilligoss concludes that in contrast to traditional, passive, teacher-centred models,

“learning occurs when students define themselves academically in active terms and when the classroom chemistry which makes that definition possible can be created by introducing the interactive learning model…The interactive learning model makes education more meaningful for students and more compelling for teachers” (Ibid, p.17)

Therefore there exists widespread and convincing evidence for the effectiveness

of the interactive learning model In Vietnam, however, few experiments have been conducted on the subject, and many teachers and students remain unaware of the value

of such an approach This thesis is an attempt to partially rectify the situation, through

an “INVESTIGATION INTO THE ROLE OF INTERACTIVE LEARNING, AIMED AT INCREASING K40 STUDENTS‟ ENGLISH SPEAKING ABILITY

IN HANOI PEDAGOGICAL UNIVERSITY NUMBER 2”

II Spoken English ability

II.1 The importance of speaking English

Speaking is a crucial part of second language learning and teaching Today's world requires that the goal of teaching speaking should be to improve students' communicative skills, because only in that way can students learn to express themselves and to follow the social and cultural rules appropriate to each communicative circumstance

Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information (Brown, 1994, Burn and Joyce, 1997) Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment and the reason for speaking

English is one of the major international languages, so the ability to communicate in English is very important Speaking is often the fastest way to exchange information, so more and more people are trying to improve their English

speaking skills in order to communicate effectively in the modern world Speaking is often seen as one of the most important language skills due to its importance in communication

II.2 Confidence and fluency in English speaking

Confidence can be defined as having a firm trust in one‟s ability, having a sense

of reliance or certainty Confidence is not something that can be learned like a set of rules; confidence is a state of mind A student who is confident in their spoken English will not suffer from anxiety when speaking, and will not worry about making mistakes Positive thinking, practice, training, knowledge and talking to other people are all useful ways to help improve or boost your confidence levels Confidence comes from feelings of well-being, acceptance of your body and mind (self-esteem) and belief in your own ability, skills and experience Ultimately in language learning, confidence stems from a willingness to speak the language, without worrying about grammatical errors, in such a way as to communicate meaning

Fluency is the ability to read, speak, or write easily, smoothly, and expressively

In other words, the speaker can read, understand and respond in a language clearly and concisely while relating meaning and context Fluent speakers are marked by the ease, accuracy and effectiveness of their communication Fluency generally increases as learners progress from beginner to advanced readers and writers Language teachers who concentrate on fluency help their students to express themselves in fluent English Confidence and fluency are 2 important factors to English learners

III Interactive learning

III.1 Definition of interactive learning

There are many definitions about interactive learning

Interactive learning is a pedagogical model that encourages students to be part

of the lesson instead of passive observers, quietly sitting at a desk taking notes or memorizing information Students interact with the material, each other and the teacher in an active way This teaching model is learner-centered rather than teacher-centered, encouraging imagination and strengthening the students‟ critical thinking and problem-solving skills

According to Sessoms (2008, p.89) “Traditionally, students sit and absorb knowledge from teacher lecture and notes on the board Interactive learning means that

students are active participants in the learning process In a learning environment that integrates the interactive board, students are focused on stimulus presented by the teacher on the interactive board and the student, either verbally or physically, interacts with the interactive board In the definitions of Interactive Teaching, an example was given about students “dragging” words to compose a sentence that described a digital image This is a form of interactive learning because students interact with the content through a combination of the abstract and the concrete This type of student-centered learning follows the principles of constructivist learning, a building block of an interactive learning environment Students are encouraged to control their learning and

to construct meaning.”

Susan Revermann states in an article named: “ Interactive learning definition” :

“Students interact with the material, each other and the teacher in an active way This teaching model is learner-centered rather than teacher-centered, encouraging imagination and strengthening the students‟ critical thinking and problem-solving skills” (Revermann, 2015) Interactive learning is a pedagogical model that encourages students to be part of the lesson instead of passive observers, quietly sitting

at a desk taking notes or memorizing information

III.2 Contrast between interactive learning and traditional learning

Generally speaking, interactive learning provides students more opportunities for negotiation (of form, content, and classroom rules of behavior), which creates an environment favorable to foreign language learning and means that students learn in

an active way In contrast, traditional learning is shown to provide few opportunities for negotiation and students often learn in a passive way

Traditional learning puts more emphasis on the teacher It is the teacher who dominates the whole class and act as an authority Sometimes the teacher even presents himself as the absolute possessor of knowledge that he delivers to the learners Students do as the teacher says, so that the teacher‟s knowledge can be transmitted to them The role of the learner is that of passive receptacle of knowledge imparted by the teacher In „The Pedagogy of the Oppressed‟, Paulo Freire described this kind of teaching as “the banking model”, arguing that it treats the student as an empty vessel, to be filled with knowledge Interactive learning, in contrast, treats the student as the co-creator of knowledge; because all learning in filtered through a

student‟s pre-existing knowledge, learning is most effective when a student is engaged

in the process, rather than acting as a passive recipient (Freire, 1996, p 53)

Traditional learning Interactive learning

Teacher-centered instruction Student-centered instruction/learning

Single-sense stimulation Multisensory stimulation

Isolated work Collaborative work

Information delivery Information exchange

Passive learning Active/exploratory/inquiry-based learning Isolated, artificial context Authentic, real-world context

III.3 Types of interactive learning

There are many facets of interactive learning but this thesis focuses on 3 main interactive learning tools: games, pictures, and students led activities (plays and presentations)

III.3.1 Games

III.3.1.1 Benefits of games

Using games in speaking lessons is one of the most important ways to teach efficiently in a class According to the website http://www.pil-network.com/ games bring some benefits to teachers and students

Getting students attention: Students are easily engaged to game activities due

to their willingness to play and participate

Students get a positive experience about learning: The use of games encourages students to keep learning and to erase the idea that learning is boring

Revisiting concepts or facts: Activities such as solving a crossword or alphabet soup are more engaging than a regular test Preparing contests such as “Who wants to

be a millionaire” or “The wheel of fortune” can encourage students to work in teams

to solve problems using knowledge previously learned in the classroom

Reinforcing and consolidate knowledge in a friendly environment: The most effective way to turn content into something meaningful is to find out where and when

to use it With games students can reinforce and consolidate their knowledge through practicing and getting rewards for their achievements

Understanding the consequences of our choices: Using games enables users to understand the consequences of their choices In other words, the students learn

through experience, through trial and error Games offer a safe environment to test and learn through mistakes so the information becomes meaningful when students understand its use

In conclusion, games can be a teacher's best ally in placing information learned

in a meaningful real-life context Of course, game-based learning is only one method;

it functions most effectively when integrated with traditional learning methods, helping to make classes more dynamic and engaging, and involving students actively

in the learning process

III.3.1.2 Types of games

Different linguists use different ways to classify language games According to Hadfield (1987), “language games can be divided into two further categories: linguistic games and communicative games Linguistic games focus on accuracy, such

as applying the correct antonym On the other hand, communicative games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures Hadfield gives examples of different kinds of games that can be used in the classroom, including:

• Sorting, ordering or arranging games For example, students are given sets of cards with different animals on them, and they must arrange them into types of animal (mammals, reptiles etc.)

• Information gap game: In these games, one student possesses a piece of information that another student does not The latter student must acquire the information using their language skills to complete a task

• Guessing games: In these games, someone possesses a piece of knowledge, and the others must find out what it is by guided guesswork

• Matching games: Participants are challenged to match pictures, words or phrases with each other

• Puzzle-solving games: The students have to share information and work together to solve a puzzle or a problem

• Role play games: There can be separated into three categories: role plays, where students play roles that they do not have in real life, such as a doctor and patient; simulations, where students play roles that they might play in real life, such as

a customer in a shop; and dramas, which are scripted versions of one of the above Wilga Rivers also gives examples of the different types of games available:

• Learning to do or make something: Organizing actual sessions in the foreign language where students work with real-life materials and activities (eg sports, hobbies, crafts, physical exercise)

• Talking one’s way out of trouble: Simulated situations of increasing verbal difficulty can be set up, where the students must use their wits to extract themselves from the dilemma

• Sharing leisure activities: Students should have the opportunity to learn and become proficient in the games and diversions of the foreign culture Where these are special activities associated with festival or national holidays these should be engaged in

• Conversing over the telephone: Students should make simulated and actual calls in the foreign language, enquiring about goods, services or timetables

• Entertaining: Students should be given the opportunity to display their natural talents; they may conduct a radio call-in program, host a TV talk show or prepare and present TV and radio commercials

III.3.1.3 Important things to consider when using games in the classroom

Games can be an effective interactive learning tool for increasing student participation and improving language ability In order for games to be optimally effective, teachers should consider certain things:

* Choose suitable games (depending on the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings)

* The way students perceive a game depends on the actual design and implementation

of the game

* Give clear instructions, rules and time limits

* Demonstrate rather than explain

* There must be a clear purpose and achievable goals

* Clear objectives and goals must match the difficulty level of the game and ability level of the students

* Ensure that shy or quiet students are not alienated and have the opportunity to take part

* Debriefing, or the evaluation of results/ events in the game, is crucial to the game‟s success

* It must be fun, but still help the students to learn

* Games lower anxiety levels, are entertaining, educational and give students reason to use the target language It is a natural way of learning and exposes students to real learning opportunities “Games encourage, entertain, teach, and promote fluency If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming.” (Uberman, 1998)

III.3.1.4 Some examples of games teachers can use

One game that teachers can use in lessons is continuing a story Teachers will assign a topic for the story (usually relating to the theme of the lesson on that day) A student will begin the story, then another will add a sentence to continue the narrative, ensuring logical coherence and consistency of topic

For example:

Topic: Love at first sight

A Three months ago, on the way to school, I met a girl

B In fact, I had never met such a beautiful girl as her

C She has the brightest eyes and warmest smile

D No doubt, I fell in love with her at the very first sight

E I came up to her and…

This game promotes active learning, makes students pay attention to their classmates and is fun and interesting It encourages students to participate in the lesson and erases the idea that learning is boring

Another possible game is mysterious landmarks, where competitors assemble a piece jigsaw puzzle of a world famous landmark (such as the Eiffel Tower, Mt Fuji the Great Wall, etc) Then they describe the image in five sentences to complete the task

20-This game encourages students' productive skills and elicits their speech fluency Cross-cultural concepts are also addressed The number, length, and patterns of sentences can vary depending on the students' language ability and on the linguistic points the instructor would like to reinforce

A final example of a game is ‘Hotseat’: the instructor divides the class into teams, then invites a student from one team to sit in the ‘hotseat’, with their back to the board

A word, often from previous vocabulary topics, is then written on the board and the student’s team have to describe what it is in order for the student to guess the word This game reinforces vocabulary, helps improve oral communication and strengthens participation in the classroom

III.3.2 Pictures

III.3.2.1 Benefits of pictures

Using pictures as a teaching aid can help language teachers engage their students According to Zenger (1991, p.79), pictures can stimulate and motivate students to become more observant and express themselves Pictures are often inexpensive or free, and easy to locate Teachers can find them in many locations such as: newspapers, old books, … Besides, pictures can be used by individual or in groups They may be displayed for as long as necessary so students can work at their own rate and feel comfortable Furthermore, pictures are up-to-date and bring reality into the classroom They can be used to introduce, supplement, or summarize at unit Finally, pictures enrich lessons and can help clarify misunderstandings

III.3.2.2 Important things to consider when using pictures in the classroom

Pictures are essential when it comes to engaging students who are learning a new language at any level They can be successful study aids during lessons, and they can act as useful prompts to help students when they are practising speaking

According to the British Council , teachers can incorporate pictures into their lessons

in seven different ways:

group will then have to try to report what the other students have seen, as accurately as they can Everyone will see something slightly different from the others, and the activity will strengthen their rapport

=> Create:

Students can write or tell a story by using a sequence of pictures, or, if the teacher wants to really fire their imagination, the students can create a story based on just a single picture This exercise can be particularly interesting and productive if the teacher encourages students to use specific tenses (such as past simple vs past continuous), vocabulary or functional language in their story – for example, describing

a conversation at the train station

=> Talk:

At the beginner level, some students‟ faces go blank when they are asked to answer a question Teachers can avoid prolonged silence and prevent their students from feeling embarrassed by providing them with a picture They can break the ice by asking the students to describe what they can see in the picture

=> Understand:

What‟s the easiest way to explain the meaning of a word? Show it! Classrooms may be fully equipped, but they can‟t hold everything If there‟s an item or object that you want to show your students to help them remember the word for it, try showing them a picture Flashcards are an invaluable resource for teaching or revising vocabulary They can be easily downloaded or created online

=> Reflect:

Not only does a picture give you the chance to reflect on what you can see, but

it also represents the opportunity to develop your other senses by considering what you can hear, smell and touch This is a useful exercise for teachers who are preparing their students for a speaking exam Most of the time, speaking exams are in pairs and students worry that they may run out of words because their partner will have already said everything about the picture they have been shown By using their other senses, your students can add new information and will be able to avoid repetition

=> Enact:

In any class, there is usually someone who is shy or quiet So how can you draw them out of themselves and encourage them to practice speaking? If you ask

your students – it doesn‟t matter how old they are – to draw a mask, put it on and pretend to be someone else, they may feel less self-conscious Putting themselves into somebody else‟s shoes can give students the chance to express themselves in a more forthright way

III.3.2.3 Some examples of pictures teachers can use

There are many pictures teachers may use Teachers can find images through the internet, newspaper or old books

Example 1:

Teachers give students an image and ask students to describe it Students have

to provide some information about it

Topic : Country and people

Students will give some information about the image such as: this is the Statue

of Liberty It situated on Liberty Island The Statue of Liberty is a world famous symbol of freedom

Topic : Marriage traditions and trends

Students will compare two marriages, representing traditional and modern marriages respectively, analyzing the similarities and differences Teachers can also ask students to talk about the advantages and disadvantages of each type of marriage Example 2: Teachers may use images to explain difficult words This way will help students understand better

Picture 1: