INTRODUCTION
Background to the study
English grammar is a crucial component of English proficiency, significantly impacting the development of other language skills Effective teaching of grammar plays a vital role in learners' success, yet it poses challenges for both students and educators Without effective teaching and learning methods, both learners and lecturers may experience setbacks This thesis, therefore, focuses on exploring effective methods for teaching English grammar at a university in Vietnam.
Because I have been working and studying at Academy of Finance, Hanoi, Vietnam (AOF) for a long time, I fully understand this environment Moreover, because I have more opportunities to work with first-year students of non-major English, I decided to choose the study with first-year students of non-major Eglish at AOF Through the exchange of experience with lecturers of the Department of Foreign Languages and my own background, I realized that the teaching of English grammar at AOF was still very inadequate The methods for teaching English grammar at AOF presents a lot of insufficiencies: a lot of sentence patterns which students have to memorize cause the depression in learning; the lack of cooperation in classroom between lecturers and students results in the lack of evaluation and feedback of teaching lesson for the improvement; the lack of cooperation between students and students results in the decrease in the effectiveness of the whole class These issues cause depression for students when learning foreign languages Students from faculties of non-major English such as Public Finance, Coporate Finance aslmost dislike studying English grammar because of the extra complication
When experiencing stress or depression, many individuals seek enjoyable activities as a coping mechanism One effective way to alleviate stress is through playing games, which introduce competition and foster motivation Engaging in gaming can significantly enhance mood and provide a much-needed escape from daily pressures.
Incorporating language games into English grammar teaching significantly reduces stress and boosts student motivation These games consist of structured activities designed to achieve specific learning objectives By utilizing language games, students show a marked increase in interest and engagement in their learning process Consequently, the effectiveness of learning English grammar is greatly enhanced Additionally, careful preparation of attentive lesson plans is crucial for fostering student success in their studies.
Grammar presents challenges for both English instructors and students To facilitate the learning process, incorporating language games can be an effective strategy This article explores the effectiveness of using language games in teaching grammar, focusing on an action research study conducted with first-year non-English major students at a university in Vietnam.
The aims of the study
This study aims to investigate the impact of language games on enhancing the effectiveness of English grammar learning among first-year non-English major students at AOF To achieve this objective, several specific goals will be pursued.
This thesis will conduct a literature review on grammar and language games to establish a comprehensive definition of grammar and languages for analytical purposes Additionally, it will explore the rationale behind selecting first-year non-English major students at AOF as the focus of this study, drawing insights from related research in the field.
- The thesis will apply the adequate method for the implementation of study and analysis the findings Moreover, the thesis will point out some suggestion for futher studies
The scope of the study
This study examines 30 first-year non-major English students from the Department of Public Finance at AOF (Code – CQ56.18.01).
Research question
This study investigates whether language games enhance the effectiveness of English grammar learning among first-year non-English major students at the Academy of Finance in Hanoi, Vietnam.
The significance of the study
This thesis explores the theoretical framework of English grammar and the use of language games in language instruction By referencing numerous scholarly works, it highlights key insights into the concepts of grammar and language games, emphasizing their significance in effective language teaching.
This thesis examines various scientific studies on the connection between language games and grammar instruction It highlights the existing research in this field and aims to contribute to the body of knowledge through its findings.
The thesis findings highlight the significance of using language games in teaching grammar to first-year non-major English students at AOF The results recommend that lecturers incorporate a diverse range of language games to enhance teaching effectiveness.
- The thesis will be a useful document for students, and researchers in the field of teaching methods at language universities in Vietnam
LITERATURE REVIEW
General overview of English grammar
Grammar is a term that has many different interpretations Some of the ways of understanding are listed below:
Grammar encompasses the systematic features of a language, including sounds, words, and their arrangement, while highlighting their contrasts and relationships (Macquarie Dictionary, 1997).
According to Longman Dictionary: “Grammar refers to the rules by which words change their forms and are combined into sentences” (Longman Dictionary of
Grammar is fundamentally linked to verb paradigms and linguistic rules that govern written language through specific sentence structures According to the Macquarie Dictionary and Longman Dictionary, grammar is closely associated with established rules and regulations, necessitating that learners grasp numerous rules to achieve proficiency Furthermore, the notion that grammar comprises a fixed set of rules implies a lack of flexibility within its structure.
According to Ur: “Grammar refers to a way a language manipulates and combining words (or bits of words) in order to form longer units of meaning” (Ur,
Larsen-Freeman emphasizes that grammar should not be viewed merely as a collection of rigid, meaningless structures or as a set of prescriptive rules concerning linguistic form Instead, grammatical structures possess both morphosyntactic form and the ability to convey meaning within context, highlighting their role in semantics and pragmatics Understanding grammar in this way enhances its relevance and application in effective communication.
Larsen-Freeman posits that grammar consists of flexible frameworks with interchangeable elements that can be organized in various ways This flexibility allows speakers to manipulate linguistic components within these grammatical structures, enabling them to create diverse constructions for effective self-expression Consequently, this perspective suggests that there isn't a single correct grammatical form in a language; instead, there exists a spectrum of options that are suitable for different contexts and purposes.
From my point of view, “ Grammar refers to the collection of formal requirements regulating the composition of natural languages of clauses, sentences and connection with the semantics and pragmatics”
2.1.2 The importance of grammar in teaching and learning
2.1.2.1 Grammar has the role of an enabling skill
Grammar is essential for users to construct and comprehend correct sentences in both spoken and written forms Mastering grammar is crucial for effective communication across speaking, writing, listening, and reading A solid understanding of grammar enhances a person's ability to express thoughts clearly and coherently Conversely, insufficient grammar skills can lead to misunderstandings and disruptions in communication This article explores the significant role that grammar plays in each of these communication areas.
The strength of a spoken language is rooted in its grammar, which serves as the foundation for effective communication Just as a tree relies on its roots, human interaction depends on mutual understanding, necessitating a solid grasp of grammar This understanding enables individuals to convey their thoughts accurately and clearly, ensuring that their intended messages are effectively communicated.
Effective communication relies heavily on speaking, making a strong grasp of grammar essential The way we express ourselves not only conveys our thoughts but also reflects our knowledge and education Unfortunately, our speaking skills often lead to judgments about our intelligence Consistently using proper grammar enhances our image, presenting us as well-educated individuals Conversely, poor grammar can create a negative impression, suggesting a lack of education.
Grammar plays a crucial role in writing by governing its mechanics and ensuring clarity for readers Even the most brilliant ideas can go unnoticed if they are not expressed fluently and accurately Historical figures like Dickens and Gandhi demonstrate that poor grammar can hinder the impact of significant ideas Syntax, which dictates word order, is essential for comprehension; arbitrary placement of words renders sentences meaningless Additionally, punctuation guides readers through thoughts and pauses, and errors in these areas can alter meanings, forcing readers to backtrack and re-read, wasting valuable time.
Grammar plays a crucial role beyond just writing and speaking; it is also essential for effective listening and reading comprehension Understanding grammar enhances a student's ability to process auditory information without confusion, allowing for clearer perception and interpretation For example, when a lecturer poses a question, a student with a solid grasp of grammar can more easily comprehend the inquiry and respond appropriately.
A student's misunderstanding of instructions, such as failing to hear the "S" sound and bringing only one book instead of the required seven, highlights the importance of strong grammar skills Enhancing grammar proficiency can significantly improve both listening and reading comprehension.
2.1.2.2 Grammar has the role of meaning conveyance
Grammar plays a crucial role in conveying and clarifying meaning, making it essential for effective communication Without the ability to construct meaning, a language becomes ineffective and risks extinction Grammar influences sentence meaning through various rules, such as conjugation to indicate tense and modals to express obligation and certainty Additionally, intonation in speech adds layers of meaning Mastering these grammatical rules allows individuals to express their thoughts in diverse ways, enhancing their ability to communicate effectively.
Grammar plays a crucial role in conveying meaning by organizing words into coherent structures Randomly grouped words lack clarity and significance; for example, if a father asks about his son’s whereabouts and the mother responds with “friends cinema go,” the message is likely to be misunderstood Even if the father attempts to interpret the response, it remains ambiguous and subject to various interpretations Thus, effective communication relies on proper grammatical arrangement.
The phrase "go study" illustrates that while individual words possess lexical meaning, they lack grammatical meaning as a group However, when arranged in a specific order, these words establish grammatical relationships that convey meaning This is evident in concepts like subject-verb agreement and the distinctions between past, present, and future verb forms Ultimately, a sentence's meaning is shaped by both the meanings of its individual words and its grammatical structure.
Punctuation plays a crucial role in conveying meaning, especially in written communication where we lack the vocal and physical cues present in face-to-face interactions It serves as a guide to interpret the writer's intent and can significantly alter the meaning of a sentence For example, the phrase "A woman without her man is nothing" can be punctuated differently to convey opposing messages This highlights how punctuation can create ambiguity and demonstrates its power in maintaining clarity and consistency in writing As a vital aspect of grammar, punctuation underscores the profound influence grammar has on meaning and language as a whole.
Grammar plays a crucial role in conveying meaning, closely linked to semantics, the linguistic branch that focuses on the meaning of words and sentences Semantics examines how individual words are interpreted, revealing that people initially grasp meanings subconsciously As individuals become more proficient in language, they begin to understand and utilize more complex meanings.
2.1.2.2 Grammar has the role of an instrument of sentence making
Genneral overview of language games
Numerous researchers have proposed various definitions of language games, highlighting the significance of this concept in linguistic studies This article explores the contributions of prominent scholars in the field, shedding light on their insights and interpretations of language games and their underlying concepts.
Games are defined as competitive activities that occur within a specific setting and are governed by established rules and procedures The educational value of games emerges from the act of playing itself rather than from traditional academic content or specialized subjects.
Kevin Maroney defines a game as "a form of play with goals and structure," highlighting the importance of objectives in gameplay This perspective slightly differs from Allery's view by emphasizing the inclusion of goals, which serve as targets within the game These goals ultimately align with language learning objectives, demonstrating the educational potential of games.
According to Clark Abt: “A game is an activity among two or more independent decision-makers seeking to achieve their objectives in some limiting
The combination of game characteristics and objectives fosters a mindset where players must apply mental logic to make decisions according to game regulations This approach encourages participants to think critically before making choices, making it highly applicable for teaching foreign languages to students (Abt, 1987)
Rixon defines games as activities governed by rules, emphasizing their potential in language teaching By analyzing both general games and those specifically designed for educational purposes, he identifies key features that enhance language learning while also recognizing aspects that may be ineffective or counterproductive.
According to Greenall (1984), a game is defined by the competitive element present among individual students or teams during language activities This competition fosters motivation, which enhances students' preferences and satisfaction in learning foreign languages.
Games are structured activities designed to achieve specific goals, and language games are a particular type that facilitates the teaching and learning of foreign languages through targeted objectives.
2.2.2 Types of language games in teaching English grammar
McCallum identifies seven classifications of games that enhance language skills: Vocabulary games, Number games, Structure games, Spelling games, Conservation games, Writing games, and Role-play/Dramatics (McCallum, 1980) A lecturer familiar with these classifications is better equipped to select games tailored to specific educational objectives This study aims to improve students' vocabulary by utilizing language games specifically designed to target vocabulary development.
According to Greenall, the language games can be classified games into eight groups according to their functions and techniques in a different way (Greenall, 1984)
Do-it-yourself simulation is an engaging activity where students immerse themselves in scenarios they have personally experienced or can relate to in some manner This hands-on approach enhances learning by allowing students to actively participate in realistic situations, fostering a deeper understanding of the subject matter.
In role-play activities, students must embody the identity or role specified on their cards, engaging in character development through improvised dialogue This exercise can take place in everyday scenarios or within clearly defined settings, fostering creativity and enhancing communication skills.
In a unique scenario, an individual possesses a specific piece of information that can only be disclosed through creative methods such as drawing, miming, or providing indirect descriptions Participants engage by asking questions, to which the informant can only respond with yes or no answers This interactive approach fosters engagement and encourages critical thinking, making it an entertaining and challenging way to communicate and uncover hidden knowledge.
To engage students in a fun and interactive activity, divide words, images, or lines of dialogue into multiple parts and shuffle them Each student receives one part and must work to identify and connect with their corresponding partner This matching pairs exercise not only promotes collaboration but also enhances learning through active participation.
- Jigsaw: It is similar to Matching Pairs Divide words, pictures, and lines of dialog into more than two parts The students have to work to match them together
The logical sequences technique, akin to the Jigsaw method, involves reconstructing materials like strip cartoons, song lyrics, or proverbs into their correct and logical order This approach enhances comprehension and retention by encouraging learners to actively engage with the content.
In a classroom setting, the lecturer presents a scenario involving a series of events related to board games Students are encouraged to brainstorm both positive and negative outcomes that could arise as players navigate through the game This interactive approach fosters critical thinking and enhances engagement in the learning process.
- Discussion: Activities can be a springboard for discussion or questionnaires
Wright, Betteridge, and Buckby categorize language games into eight distinct sections based on family types, with each family name typically being a verb that encapsulates the core engagement method for learners According to the authors, these games can manifest in various forms (Wright, 2005).
- Care and share: Learners feel comfortable in those games when sharing personal information with other learners
- Do: move, mine, draw, obey: The learner is expected to do something non- verbally in response to a read or a heard text
- Identify: discriminate, guess, speculate: The learner is tested to recognize something hard to distinguish about something, and then contrasted with the certainties
Previous studies
- Scientific article (2011): “The use of game in learning English grammar” – author:Sultanova D.T (D.T, 2011)
The article explores the benefits of incorporating language games in English grammar instruction, highlighting the crucial role of visual aids in enhancing grammar retention It advocates for the use of engaging games to facilitate grammar learning However, the study primarily addresses theoretical concepts without practical application in specific contexts, limiting the findings to theoretical insights only.
- Scientific article (2011): “Effectiveness of Using Games in Teaching Grammar to Young Learners” - author: Yolageldili and Arikan
The study investigates the effectiveness of using games to teach grammar to young learners, gathering insights from 15 Turkish EFL lecturers in primary schools through a questionnaire The results indicate that these educators recognize the significant benefits of incorporating language games into classroom instruction and believe that games enhance the teaching experience for young learners However, the limited sample size of only 15 participants may impact the validity of the findings, suggesting a need for further research with a larger group.
- Scientific article (2013): “Enhancing Grammar Using Board Game” – author: Tengku Nazatul & Rahmah
This study highlights that incorporating language games can alleviate the fear associated with grammar lessons, making them more engaging for students It specifically explores the advantages of using board games to teach grammar, focusing on Pre TESL students at UiTM Pahang, Kuantan Campus The findings from this research provide valuable insights into the effectiveness of gamified learning in enhancing grammar education.
This study utilized frequency tables, bar charts, and an Independent T-Test to analyze the positive impact of board games on grammar teaching The findings highlight the advantages of incorporating board games into educational practices However, the research does not suggest directions for future studies in this area.
A 2017 study by Lien Cam and Thi Minh Thu Tran evaluates the use of games in teaching English grammar to first-year English majors at Dong Nai Technology University Utilizing a combination of quantitative and qualitative methods, the research highlights both the advantages and disadvantages of incorporating games into grammar instruction The findings suggest that game-based learning is beneficial for both lecturers and students, with a positive impact on students' attitudes towards grammar lessons Consequently, the study advocates for the adoption of game applications by English lecturers to enhance the learning experience.
- Scientific article (2020): “Effectiveness of Using Games in Teaching Grammar to Young Learners” – authors: Gülin Yolageldili and Arda Arikan
The research investigates the effectiveness of game-based learning for teaching grammar to young learners, focusing on the perspectives of Turkish EFL lecturers in primary schools While these lecturers acknowledge the benefits of incorporating games into grammar instruction, they tend to utilize them less frequently than anticipated in their classrooms Additionally, the study highlights a disparity in the questionnaires used, featuring numerous questions for lecturers but only a limited number for learners, which may diminish the overall reflection of grammar study effectiveness.
Despite numerous studies on the relationship between language games and grammar teaching, there is a notable lack of research at the university level, particularly among first-year non-major English students in the field of economics Most existing studies focus on high school participants, where the pressure to learn English is minimal, resulting in lower motivation for students to seek solutions to improve their performance.
Learning English and grammar in high school is often inadequate for achieving effective communication This thesis will focus on first-year university students who are not majoring in English, ensuring a unique perspective that does not overlap with previous research By analyzing a sample of 30 students, the study aims to provide valid and reliable results that reflect the current state of English proficiency among non-English majors.
METHODOLOGY
Subjects of the study
A study involving 30 first-year non-major English students from the Department of Public Finance at AOF revealed that most participants had acquired basic English skills during high school, primarily focusing on natural science subjects to prepare for university entrance exams As a result, their English proficiency is considered average, with unclear and unfocused approaches to learning the language and grammar The sample consisted of 70% female and 30% male students, who, despite their struggles with English, demonstrated a strong work ethic If these students can identify effective learning strategies and apply them in practice, they will have greater opportunities to enhance their English skills, providing valuable insights for lecturers to develop targeted teaching action plans.
The Academy of Finance (AOF) in Hanoi, Vietnam, operates under the Ministry of Finance and is recognized as one of the leading public universities in the business sector With a strong focus on Finance and Economics, AOF excels in training financial professionals Established in 1963, the Department of Public Finance, originally known as the Department of Finance and Banking, plays a crucial role in educating university-level financial officers in areas such as Public Finance Management, Public Accountancy, and Financial Policy Analysis, while also contributing to the broader educational mission of the Academy.
In the first year of university, General English (GE) is a mandatory course for non-English major students across all departments, excluding those in the faculty of foreign languages Students must achieve the required score on the final exam to pass this essential subject.
The challenge of potentially repeating studies and not graduating is a significant concern for students in university To study General English, students are required to use "Intelligent Business Elementary" by Irene Barral and Nikolas Barrall The course spans two semesters, with the first semester covering seven units and the second semester covering eight units Traditional teaching methods will be employed in the first semester, while the second semester will utilize action projects to highlight the differences between traditional and innovative teaching approaches This thesis aims to investigate the impact of language games on enhancing grammar learning effectiveness.
Research design
In the field of applied linguistics, various research methods, including experimental methods and case studies, are utilized; however, action research is preferred for its effective implementation in specific circumstances.
Kurt Lewin defines action research as a comparative study of the conditions and impacts of different social actions, ultimately aimed at facilitating social change This research method follows a "spiral step" process, consisting of a continuous cycle of planning, executing, and evaluating the outcomes of the actions taken (Lewin, 1946).
According to Nunan : “Action research is a form of self-reflective inquiry which is carried out by practitioners, aimed at solving problems, improving practice, or enhancing understanding” (Nunan, 1992)
According to Mills : The goal of educators conducting action research as:
“gaining insight, developing reflective practice, effecting positive changes in the school environment (and educational practices in general), and improving student outcomes and the lives of those involved” (Mills, 2014)
Action research is a dual-purpose methodology that combines both action and research It is known by various names, including participatory research, collaborative inquiry, emancipatory research, action learning, and contextual action research.
3.2.2 The precedures of action research
The precedures of action research is conducted by the following steps:
The identification of problems in teaching English at AOF reveals that many non-major English students lack motivation and struggle with grammar, leading to disappointing academic results Despite perceptions of laziness among these students, discussions with both students and lecturers indicate that the primary issue lies in the teaching methodology Various methods, such as deductive-inductive and grammar-translation, have been employed, yet the use of language games has not been explored This thesis aims to evaluate the effectiveness of incorporating language games into grammar instruction for first-year non-major English students at AOF.
The book "Intelligent Business Elementary," authored by Irene Barral and Nikolas Barrall, serves as a fundamental resource for teaching English grammar to first-year non-English major students at AOF It is widely regarded as a comprehensive guide for English instruction, providing essential knowledge for educators.
Grammar instruction has historically been limited, resulting in insufficient teaching of English grammar This lack of comprehensive education hinders students' ability to effectively apply their grammatical knowledge in real-life situations.
Data collection and analysis will be conducted using pre-questionnaires distributed to all participants at the beginning of the second semester of GE This process aims to investigate the underlying reasons for challenges in teaching English Drawing on a comprehensive literature review and the authors' experiences collaborating with methodology specialists, the author will seek to identify these issues.
- Planing the action: After finding out the reason, the author will make the action plan for the improvement in the effectiveness of teaching grammar
The action plan, implemented over 8 weeks, involved a researcher and 30 first-year non-English major students at AOF, focusing on the last 7 units (units 8-14) The initiative aimed to enhance students' effectiveness in learning grammar through the use of language games during classroom activities By integrating games into grammar instruction, the researcher sought to improve students' engagement and learning outcomes in grammar practice.
The study involved collecting and analyzing post-treatment data through a questionnaire administered to students, aimed at determining the impact of games on enhancing motivation in grammar practice The action research was assessed by comparing initial, action, and post-data results, leading to conclusions and recommendations for future research.
Table 2: The action plan in this thesis
Unit Date Themes Grammatical features
Activities Current teaching method New teaching method
Past simple Prepositions of time
Direct and in- depth explanation of rules and examples
Direct and in- depth explanation of rules and examples
Game Bingo Game Noughts and Crosses
Direct and in- depth explanation of rules and examples
Direct and in- depth explanation of rules and examples
Game Bingo (Grab the adverb game)
Describing about work Giving opinions
Direct and in- depth explanation of rules and examples
Direct and in- depth explanation of rules and examples
Game comparing pictures Game Geography Quiz
Describing about work Interview for a job
Present perfect vs Past simple
Direct and in- depth explanation of rules and examples
Direct and in- depth explanation of rules and examples
Game Noughts and Crosses Game Coffee Potting
Direct and in- depth explanation of rules and examples
Direct and in- depth explanation of rules and examples
Game Bingo Game Writing Chain Stories
- Lecturer’s name: Hoang Trung Duc
- Lesson: Unit 11_ the Comparison Of Adjectives
- Level: From Elementary to pre-intermediate
- Aim of teaching: To practice and use comparative adjectives and the superlatives
- Objectives of teaching: At the end of the lesson, students will be able to:
+ Revise comparative forms of adjectives and adverbs
+ Make logical and grammatical sentences related to comparison of adjectives + improve students’ speaking skill through discussing the related topic
- Teaching reference: Intelligent Business Elementary, unit 11
Table 3: The sample lesson plan of teaching grammar with the use of language games
Stage Lecturer’s activities Ss’ activities Time Aids
Presentation + T shows two examples of comparative adjectives
(the former includes a short adjective, the later includes a long adjective) on the slides
“look at two example below”
+ T calls two Ss to identify the differences between the two sentences on the boards
“What are the differences between two sentences below? Notice the change of the adjectives in both examples?”
+ T gives the comparative forms of short and long adjectives
+ Repeat the same steps with the superlatives
+ Give comments to two sentences on the slides
+ Ss copy the form into their notebooks
+ Repeat the same steps with the superlatives
+T shows some pairs of pictures which have some themes in common such as people, houses, animals,
+ look at the slides and say
20 minutes Pictures on the slides, chalks, board
Short Adjectives add “er” + than More + long adjectives + than
33 pictures) etc and asks Ss to compare each two pictures
“Let take a look at each pair of pictures then show me what can you see from each pair of pictures”
+ T asks Ss to work in pairs to exchange their ideas
“Please work in pairs and exchange your opinions with each other”
+ T gets the answers from individuals round the class and asks other Ss to give comments on the statements
“Excuse me, Nam, please make comparison of two first pictures?- Trang, did he say right? Any corrections?
+ Repeat the same steps for the next each other pairs of pictures
+ T checks the Ss answers and give comments things they see on each slide
+ Pair work and discuss their ideas with each other
+ Repeat the same steps for the next each other pairs of pictures
+ T links activity in the first game to the one of the second game
“Ok Ss, let move to the next activity In this game you have more chances to speak the comparatives and superlatives”
+ T divides the class into small groups Each group consists of 5 members
“Now I want to divide you into groups of 5 members
Ss from number one to five join in one group, ok So we have 4 small groups Two groups include 6 members”
+ T gives Ss more chances to give comparisons with each topic (comparison of cities, countries, continents, etc.)
“Team 1, you will compare some pairs of cities Then team 2, you will be in charge of some pairs of countries Team 3…… Team 4………, ok?
+Choose a student in the class with task sheet 1 and demonstrate how the activity will go
“T: Which city is larger? Hai Duong or Hai Phong?
S: I think Hai Phong is larger What do you think?
T: I think Hai Duong is larger? How large is Hai Phong?
S: so you are right Hai Phong is larger.”
+ Ss discuss in groups in about 5 minutes
“Each team, you will have 5 minutes to discuss together.”
+ T goes around the class to monitor and provides help if necessary as Ss do the activity
+ T calls some pairs in each team in turn stand up and
+ one student helps the lecturer to demonstrate the activity, the others listen and raise questions
35 present some sentences in their discussion to the whole class
+ T listens to Ss, gives feedback as well as encouragement and finishes the activity
+T asks Ss feedback of the games and deliver homework + group work and discuss together
+ Present some sentences in their discussion in pairs to the whole class + Take some notes from T’s comments and feedback
+ Raise their thoughts about two games used in the lesson
3.2.3 The instruments for collecting data
A questionnaire is a structured set of questions designed to gather respondents' views on various issues, grounded in psychological and logical principles It serves as a crucial tool for empirical research and information storage, allowing data to be reused in future studies By facilitating communication between researchers and respondents, questionnaires ensure a consistent and uniform collection of information, preventing arbitrary data gathering.
This thesis proposes a study utilizing two types of questionnaires: pre-treatment and post-treatment, both featuring identical questions with three response options Initially, pre-treatment questionnaires will be administered to participants to identify the key challenges affecting their English grammar learning Following this, a teaching program incorporating language games will be implemented Finally, post-treatment questionnaires will be distributed to assess any changes in grammar learning outcomes resulting from the use of language games.
Based on experimental research and discussions with methodology specialists, the effectiveness of learning English grammar will be assessed through three key standards: (i) motivation for learning grammar, which includes enjoyment, effort, and capability; (ii) the role of the classroom environment, focusing on peer support, lecturer support, and classroom cohesion; and (iii) the significance of grammar and its instruction, emphasizing the importance of grammar, students' learning methods, and the challenges they face in mastering grammar.
This study investigates students' attitudes toward grammar acquisition when taught through traditional methods versus grammar games To ensure consistency, the researcher employs a structured interview divided into three parts The first part includes two opening questions regarding students' feelings about grammar lessons with games and their effectiveness in learning English grammar The second part features five key questions that assess students' attitudes toward learning grammar through games, exploring how these games motivate them and the challenges they face The final section consists of three questions about the support provided by games, teachers, and classmates in enhancing their English skills The interview concludes with two questions aimed at gathering students' recommendations for improving the use of games in future lessons Conducted after the completion of the second general English course, the interview involved three randomly selected participants from the post-treatment questionnaire.
Table 4: The questions in interview section
1 You have just finished this English course How do you feel about this English course after learning English grammar with games? Which lessons do you impress most? (Khóa học của các em vừa mới kết thúc Em cảm nhận như thế nào về khóa học tiếng Anh vừa xong sau khi được học ngữ pháp tiếng Anh với các trò chơi? Bài nào em cảm thấy ấn tượng nhất?)
2 How do games help you learn English and English grammar? Do you join in these activities with games actively? Do you like games used in learning English and English grammar? Why? (Các trò chơi ngữ pháp đã giúp em học tiếng Anh và ngữ pháp tiếng Anh như thế nào? Em có chủ động tham gia vào các hoạt động trò chơi này không? Em có thích các trò chơi được sử dụng trong học Tiếng Anh và ngữ pháp tiếng Anh không? Tại sao có, tại sao không?)