INTRODUCTION
Rationale
Teaching grammar is a crucial element of English Language Teaching (ELT) in an English as a Foreign Language (EFL) context Unlike innovations in the core language skills of listening, speaking, reading, and writing, grammar instruction has often been overlooked The newly released curriculum standard for high school English emphasizes the importance of helping students understand their learning objectives, fostering autonomous and cooperative learning, and developing effective learning strategies alongside integrated language skills Additionally, there is a growing focus on knowledge, skills, learning strategies, and cultural awareness in the teaching and learning process.
The introduction of this new standard marks a significant shift for English Language Teaching (ELT) in high schools across Vietnam, especially in Binh Duong Province Consequently, grammar instruction must evolve beyond traditional rule-listing methods, necessitating the urgent incorporation of innovative approaches.
Since the 2002-2003 school year, the Ministry of Education and Training (MOET) has mandated innovative classroom teaching methods, specifically the implementation of Communicative Language Teaching (CLT) and Learner Centeredness in new English textbooks Consequently, teachers have dedicated significant efforts to create various communicative activities aimed at enhancing English as a Foreign Language (EFL) instruction.
As a teacher at Hung Vuong High School (HVHS) with a decade of experience, I have noticed that many colleagues in both my school and others across Binh Duong Province face significant challenges in implementing Communicative Language Teaching (CLT) and learner-centered approaches These difficulties hinder their ability to effectively train language skills and teach grammar, ultimately impacting their efforts to motivate students to excel in English.
Despite improvements in the new series of English textbooks, including English 6, teachers express concerns about effectively teaching Grammar Practice within just six forty-five minute periods throughout the school year Many struggle to engage students in learning grammar, and some do not utilize Communicative Language Teaching (CLT) methods This situation highlights the pressing challenge of finding effective strategies for teaching Grammar Practice in high school under tight time constraints.
In her thesis "Making the Most of the English 6," Nguyen Thi Bich Thuy (2001) highlights that certain lessons often exceed the allocated time, leading to confusion for teachers in lesson plan design This poses a challenge for both teachers and students in effectively managing the six periods dedicated to Grammar Practice, which are densely packed with essential grammar points and advanced exercises Consequently, the time constraints force teachers to omit parts of the curriculum, resulting in students missing valuable opportunities for revision.
3 practice as required what they have learned In other words, students have learnt without adequate practice
This study aims to identify the challenges high school teachers encounter in effectively implementing Grammar Practice in the classroom and to propose viable solutions One of the key solutions includes a set of Board Games I developed, inspired by Pritchard's format (1998: 62-63), which received official approval from the Minister of Education and Training of Binh Duong Province during the 2005-2006 school year.
The M.A thesis focuses on equipping high school teachers with a flexible understanding of how to implement Communicative Language Teaching (CLT) and learner-centered approaches in grammar practice It also provides a collection of board games designed to facilitate communicative grammar instruction for English 6 Ultimately, the study aims to inspire students to engage with English for practical future applications.
This thesis argues for a positive transformation of the Grammar Practice section in English 6, aiming to enhance students' opportunities to practice speaking skills By ensuring that students’ conscious learning is effectively supported with appropriate practice, we can provide them with a better chance to apply what they have learned in class.
Aims of the study
This chapter outlines the study's rationale and provides an overview of English Language Teaching (ELT) in Vietnam, focusing on the English 6 textbook, particularly the "Grammar Practice" section It also highlights the study's aims and significance, addressing its limitations and delimitations to contextualize its potential impact in contemporary high school classrooms in Vietnam.
Teaching grammar is essential in English Foreign Language (EFL) education, yet it often gets overshadowed by innovations in the four core language skills: listening, speaking, reading, and writing The recent curriculum standards for high school English emphasize the importance of helping students understand their learning objectives, foster autonomous and cooperative learning, and develop effective learning strategies, along with integrated language skills Additionally, there is a growing focus on knowledge, skills, learning strategies, and cultural awareness in the teaching and learning process.
The introduction of this new standard marks a significant shift for English Language Teaching (ELT) in high schools across Vietnam, particularly in Binh Duong Province Consequently, grammar instruction must evolve beyond traditional rule-listing methods, necessitating urgent and innovative approaches to teaching.
Since the school year 2002-2003, the Ministry of Education and Training (MOET) has mandated innovations in classroom teaching, leading to the compulsory implementation of Communicative Language Teaching (CLT) and Learner Centeredness in new English textbooks Consequently, teachers have dedicated significant effort to creating a variety of communicative activities for English as a Foreign Language (EFL) classes.
As a teacher at Hung Vuong High School (HVHS) for a decade, I have witnessed many colleagues across Binh Duong Province facing significant challenges in implementing Communicative Language Teaching (CLT) and learner-centered approaches These difficulties hinder their ability to effectively train students in language skills and grammar, ultimately affecting student motivation to excel in English.
Despite the improvements in the new English textbooks, including the English 6 textbook, teachers are struggling to effectively teach Grammar Practice within just six forty-five minute sessions throughout the school year Many educators find it challenging to engage students in Grammar Practice, while others do not utilize Communicative Language Teaching (CLT) methods This situation highlights the pressing need for effective strategies to teach Grammar Practice in high schools under limited time constraints.
In her thesis "Making the Most of the English 6," Nguyen Thi Bich Thuy (2001) highlights the challenge teachers face when some lessons exceed the allotted time, leading to confusion in lesson planning This issue becomes particularly pronounced during the six periods dedicated to Grammar Practice, which are densely packed with essential grammar points and advanced exercises Consequently, the time constraints force teachers to omit certain content, resulting in students missing valuable opportunities for revision.
3 practice as required what they have learned In other words, students have learnt without adequate practice
This study aims to enhance Grammar Practice in high school classrooms by identifying the challenges teachers face and proposing effective solutions One notable solution is a series of Board Games I developed, inspired by Pritchard's format (1998: 62-63), which received official approval from the Minister of Education and Training of Binh Duong Province during the 2005-2006 school year.
The M.A thesis focuses on equipping high school teachers with a flexible and effective understanding of Communicative Language Teaching (CLT) and Learner-Centered approaches for grammar instruction It also provides a collection of board games designed to facilitate communicative grammar practice for English 6, while aiming to motivate students to engage with English for real-world applications in their future.
This thesis argues for a positive transformation of the Grammar Practice section in English 6, aiming to enhance opportunities for students to practice speaking skills acquired in class The goal is to ensure that students' conscious learning is effectively supported by relevant practice activities.
Educational reform in Vietnam is essential for achieving the national initiative aimed at modernization and industrialization by 2020 The current socio-economic and cultural landscape necessitates a comprehensive redesign of educational objectives, content, and teaching methods to fulfill human resource needs Vietnam aspires to integrate into the global community while preserving its national traditions The curriculum reforms are driven by the government's acknowledgment of international pressures and the collective demands of teachers, students, and parents, highlighting the urgent need for ongoing updates to the outdated curriculum.
The reform of the English curriculum, initiated in the 2002-2003 school year, emphasizes the balanced development of the four essential language skills This integrated approach is evident in various in-class activities that combine presentation and practice The current teaching methods are also being updated to promote both teacher-guided learning and self-directed exploration of students' individual abilities According to Truong Viet Hanh Huyen (2006), the new curriculum prioritizes a skill-based, communicative approach, introducing new language concepts within natural communicative contexts.
5 accuracy-based practice to free fluency-based communicative activities There is hence a combination between linguistic forms and communicative functions”
The instructional method is becoming increasingly eclectic, with a shift towards a more communicative approach as highlighted by MOET course book writers and seminar trainers This approach emphasizes communicative language skills, positions learners at the center of the teaching and learning process, and frequently incorporates pair and group work for language practice This transformation aims to move away from traditional teacher-centered methods, which often render students passive and limit creativity for both students and teachers.
English 6 has officially been used in almost all the high schools in 61 provinces and cities throughout Vietnam since the school year 2002-2003 It is generally assumed that after approximately 99 forty-five-minute periods in one school year, students are supposed to master the knowledge of basic general English The aims and objectives of the Vietnamese secondary school ELT curriculum are as follows (JHS English Teacher Training Materials, 2002: 5-7): x To develop a certain level of primary knowledge in the four skills and be able to use English simply like a means of communication through listening, speaking, reading and writing; x To develop knowledge and attitudes towards using English in order to learn about other cultures and interact with members of those cultures in order to develop mutual understanding, friendship and cooperation; x To help students to build up language learning ability and to develop various ways of thinking These abilities will carry over to their use of the first language and produce a better overall linguistic competence
Grade 6 language training emphasizes the development of all four language skills through six key themes: personal information, learning and education, community, health, recreation, and the world around us These themes are tailored to engage students based on their interests, age, and proficiency level, while also incorporating communicative and contextual elements Additionally, the curriculum occasionally explores cultural aspects of various English-speaking countries, enhancing students' understanding of the language in real-world contexts.
Significance of the study
The grammar teaching and learning has been playing an important role in teaching English for a long time With the current development in Vietnam, the
Effective communication in English is essential, as highlighted by teachers' textbooks that emphasize grammar and vocabulary for practical use rather than mere linguistic knowledge Teaching grammar not only prepares students for exams but also enables them to engage in everyday conversations in English.
To effectively teach grammar in high school, it is essential to address the challenges faced by teachers in delivering engaging grammar practice This study highlights innovative methods for teaching grammar communicatively, aiming to enhance student fluency in the target language By focusing on these strategies, educators can create a more dynamic and effective learning environment that fosters students' language skills.
This M.A thesis is significant for high school teachers and students, as it explores effective methods for teaching grammar communicatively It aims to create an engaging and enjoyable learning environment while enhancing the understanding of Communicative Language Teaching (CLT) and learner-centered approaches in the context of teaching English grammar Additionally, the study provides a practical example of classroom discourse, contributing to the flexible application of these teaching methodologies in contemporary education.
LITERATURE REVIEW
What is grammar?
Over the years, the understanding of grammar has evolved significantly In the early 20th century, Cobbett (1819, as cited in Nunan, 1999: 96) stated that grammar is essential for using words correctly, emphasizing that it encompasses the principles and rules necessary for proper word placement and usage.
According to Richards et al (1992), grammar is the framework that outlines the structure of a language, detailing how linguistic units like words and phrases are combined to form sentences This description considers the meanings and functions of these sentences within the language system, though it may not encompass the phonetic aspects of the language.
Modern grammarians prioritize describing language as it is used rather than prescribing how it should be used, a shift from the approach taken in Cobbett's time According to Ur (1988: 5), grammar can be defined as "the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning," highlighting the existence of a set of rules governing this process.
Grammar encompasses rules that govern the construction of meaning in any language, and a learner proficient in grammar can effectively apply these rules to communicate in acceptable language forms Larsen-Freeman (1995) presents a comprehensive view of grammar teaching, highlighting its three interconnected dimensions: form, meaning, and use This model seeks to unify traditionally separate aspects of linguistics—syntax, semantics, and pragmatics—similar to Halliday's systemic-functional linguistics approach, which emphasizes how these components work together to facilitate effective communication.
DynEd offers an innovative approach to English language learning, emphasizing the importance of grammar as the foundational structure akin to the trunk and branches of a tree Vocabulary and expressions, represented as the leaves, thrive when grammar is practiced effectively This metaphor illustrates that without a solid grammatical framework, new vocabulary is easily forgotten Therefore, consistent grammar practice is crucial for successful English language acquisition.
Grammar is a fundamental aspect of language, encompassing various components such as morphology, which examines how elements combine to form words, syntax, which focuses on the arrangement of words into sentences, and semantics, which pertains to meaning Since all languages incorporate these essential elements, grammar is indispensable for the existence of any language.
Over the past 25 years, EFL materials have shifted in focus from the accuracy of grammatical forms to their meanings (Williams, 2000) This evolution highlights the necessity for teachers to adopt a communicative approach to grammar The primary aim in a communicative classroom is for learners to grasp the grammar of a foreign language broadly, enabling them to understand and convey meaning effectively, thus becoming proficient users of the language In this context, communicative grammar is rooted in the communicative approach to foreign language teaching, emphasizing that language structures should be integrated with the four essential language skills: listening, speaking, reading, and writing.
2.1.1 The place of grammar in language teaching
Grammar has historically been fundamental in language teaching, influencing syllabus design and teaching methodologies, as noted by Long and Richards (1997) While grammatical proficiency is no longer equated with overall language proficiency, grammar remains integral to speaking, listening, reading, and writing skills This suggests that specific grammatical elements should be taught in the context of relevant communication tasks Although understanding grammatical rules—whether implicit or explicit—is crucial for language mastery, recent discussions question the necessity of traditional grammar exercises, proposing that learners might benefit more from intuitively absorbing these rules.
Rather than relying solely on specialized exercises designed to teach grammar, it is more effective to engage students in communicative activities According to Ur (1988: 5), grammar can serve as a foundation for various classroom activities, allowing it to be integrated into learning in a more dynamic and temporary manner.
The primary learning objective emphasizes that grammar should be viewed as a long-term tool for achieving comprehensive language mastery, rather than an isolated goal It suggests that grammar activities will eventually be replaced by practices focused on general fluency, prioritizing effective communication, with grammar learning occurring incidentally as part of this overarching aim.
Fortunately, with the emphasis on a communicative approach and a wealth of stimulating resources nowadays, teaching grammar does not necessarily mean endless conjugation of verbs or grammar translation
50 2.1.2 The aspects of grammar learning
Before planning the organization of the teaching, the teachers need to have clear in their minds exactly what sorts of things are included under the heading
“grammar” and what is involved in “knowing a structure”?
According to Ur (1988: 6), effective teaching of grammatical structures involves guiding students to acquire a diverse range of interconnected knowledge and skills This includes recognizing examples of the structure in spoken language, identifying its written form, producing both spoken and written versions, understanding its contextual meaning, and constructing meaningful sentences using the structure.
LISTENING Perception and recognition of the spoken form of the structure
Comprehension of what the spoken structure means in context
SPEAKING Production of well-formed examples in speech
Use of the structure to convey meanings in speech
READING Perception and recognition of the written form
Comprehension of what the written structure means in context
WRITING Production of well-formed examples in writing
Use of the structure to convey meanings in writing
Table 3: Aspects of grammatical structures teaching and learning
2.1.3 The organization of grammar teaching
When discussing the optimal methods for teaching grammar, it is essential to consider the diverse knowledge and skills required, as well as the various grammatical structures involved.
“grammar” The following organization suggested by Ur (1988: 6-7) is only a general framework into which a very wide variety of teaching techniques will fit
The aim is to get the learners to perceive the structures — its form and meaning — in both speech and writing and to take it into short- tern memory
The objective is that the learners should understand these various aspects of the structures
3 PRACTICE The aim is to cause the learners to absorb the structures thoroughly;
19 or to transfer what they know from short-tern to long-tern memory
The main objective of tests within a taught course is to provide feedback, without which neither teacher nor learner would be able to progress very far
Table 4: The organization of grammar teaching
The practice stage follows the initial presentation and explanation of the material, during which the learner is believed to have understood the content and stored it in short-term memory, yet has not fully mastered it.
Practice involves learners actively engaging with language under teacher supervision, aiming to transfer knowledge into long-term memory This process enables learners to understand and produce language examples while gradually reducing the need for teacher support.
Effective practice techniques in language learning can include both "passive" reception of spoken or written input and "active" production of language According to Ur (1988), several key factors significantly contribute to successful language practice.
How to teach grammar?
Teaching grammar plays a central role in every ESL/EFL teacher's classroom
Teaching grammar goes beyond merely explaining rules; it involves selecting the appropriate methods tailored to both the teacher's objectives and the students' success.
Inductive and deductive reasoning represent two contrasting approaches to the generalization process Inductive reasoning involves collecting specific instances to formulate a general law or conclusion, while deductive reasoning applies a general principle to infer specific instances According to Brown (2000), classroom learning often overemphasizes deductive reasoning.
Traditional language teaching methods, particularly Grammar-Translation, often rely heavily on deductive reasoning, which may not always be the most effective approach Research in second language acquisition suggests that an inductive method, where learners discover rules through examples, can lead to better communication skills Nevertheless, both inductive and deductive teaching strategies can be successful, depending on specific teaching goals and contexts Herschensohn (1988: 411) emphasizes that students find grammar easier to grasp when presented with straightforward rules, minimizing the need for complex textbook explanations.
An effective inductive grammar presentation encourages student engagement in the target language, allowing learners to formulate simple grammar rules themselves This approach not only enhances understanding but also fosters active participation, making it easier for students to grasp essential language concepts.
Focusing excessively on grammar can hinder effective communication in second language acquisition, as grammar is not inherently a barrier to learning Instead of viewing grammar as the most challenging aspect of language learning, students should understand that the complexity often arises from unnecessary terminology and explanations Emphasizing communication over formal grammar can lead to a more accessible and effective learning experience.
Understanding grammar is crucial for effective language use, making it essential for students According to Harmer (1991), the goal of grammar instruction should be to enable students to communicate efficiently using their current grammatical knowledge This approach has guided high school grammar teaching since the reform of English textbooks initiated in 2002.
Grammar teaching has evolved from a rigid, structure-based approach to a more dynamic method that incorporates communicative activities By integrating various techniques and resources, educators can effectively tailor their lessons to align structure with discourse When well-developed, these combinations enhance all phases of grammar instruction To create engaging and beneficial grammar lessons, teachers should incorporate modern techniques, such as Board Games, which will be further illustrated in this thesis.
1 The activities in which the grammatical structures are practiced to produce spoken language
Learner-centeredness and Communicative language teaching have been highlighted in English learning and teaching at high school in Vietnam since
Since 2002, a series of textbooks named "English" has been introduced to Vietnamese junior high school students, focusing on enhancing their English communication skills and fostering creativity through real-life activities and language items This approach aims to improve students' linguistic competence across all four language skills However, it presents challenges for teachers in effectively implementing the Communicative Approach and learner-centered methods within the current teaching environment in Vietnam's junior high schools.
For many years, English as a Foreign Language (EFL) instruction in Vietnam has relied heavily on a teacher-centered, book-centered, and grammar-translation approach, fostering passive learning and a lack of student engagement Recent reforms in English teaching methods in Vietnam align with modern pedagogical trends that prioritize the development of learners' communicative competence, as well as the promotion of effective learning strategies and learner autonomy in the classroom.
Learner-centeredness emphasizes that students achieve better learning outcomes when they are conscious of their own objectives This approach to language curriculum development transitions from a focus on predetermined course content to a collaborative process where language teachers and learners negotiate the planning, execution, and assessment of language courses (Nunan, 1988:12).
In recent years, Learner-centeredness has been considered as a must in the educational reforms for classrooms However, this method requires a big effort from
Due to inadequate policies from the Ministry of Education and Training (MOET), 26 teachers are struggling to implement effective teaching methods, as they lack well-trained educators capable of moving beyond traditional approaches According to Nunan (1999: 14), teachers can only effectively apply the principle of learner-centeredness in their classrooms.
Learner-centeredness emphasizes an active learning environment where students take charge of their educational journey In this approach, the classroom prioritizes the learners, encouraging them to engage fully in the learning process Rather than merely making choices about their education, students are involved in all aspects of learning, fostering a more dynamic and participatory atmosphere.
In brief, teachers try their best to apply Learner-centeredness in class in order to create a teaching and learning setting which is more interesting and thus effective
2.2.3.1 An overview of Communicative language teaching
The communicative approach, utilized in primary and secondary education, encompasses various teaching methods such as the notional-functional method and communicative language teaching (CLT) This approach emphasizes proficiency-based instruction, focusing on enabling students to effectively use the target language across diverse contexts while learning essential language functions.
Communicative Language Teaching (CLT) is primarily viewed as a comprehensive approach to education rather than a specific teaching method with established practices It is typically described through a set of general principles, with Nunan (1991) identifying five key features, including a focus on enhancing communication skills through interaction in the target language and the incorporation of authentic texts into the learning environment.
Providing opportunities for learners to concentrate on both language acquisition and the learning process itself is essential Enhancing personal experiences of learners plays a crucial role in enriching classroom learning Additionally, it is important to connect language learning in the classroom with practical language activities that occur outside of it.
What are Board Games?
Board games play a significant role in language teaching and learning, as they provide an interactive and engaging way to enhance language skills According to the Oxford Advanced Learner’s Dictionary (2005: 158), board games are defined as structured games that can facilitate educational experiences Understanding their scope is essential for effectively integrating them into language education.
Board games are interactive games typically played on a flat surface, utilizing components such as dice, coins, and small pieces that players move around According to Wikipedia, a board game is defined as a structured form of play, often involving strategy and skill, that can be enjoyed by individuals or groups.
30 any game played with a remarked surface, with counters or pieces that are moved across the board.” These are two common definitions of Board Games for normal life
Board games have long been recognized as effective tools in language teaching and learning, particularly with the advancement of language game materials According to Hadfield (1999: 67), various communication games utilize board games, where the objective is to be the first to navigate the board, collect the most cards, or discard cards quickly These games use cards and board squares to stimulate communication exchanges among players.
Matt Errey, the creator of Word Up, a kind of Board Games, on (http://www.teflgames.com/) on April 25 th , 2007, emphasized:
High-quality board games eliminate lesson planning time, making English grammar and structure enjoyable for beginner, pre-intermediate, and intermediate students These communicative grammar teaching resources provide practical and fun opportunities for students to practice grammar By incorporating games into lessons, learners not only find joy in studying English but also develop a positive attitude towards the language overall.
It is crucial to establish a clear understanding of the definition of board games in the context of language teaching and learning, as highlighted by Matt Errey This convention is essential for educators seeking to integrate board games effectively into their teaching strategies.
Communicative Board Games, the ESL, EFL board games on this site, are ideal communicative English grammar, structure and vocabulary teaching materials
Board games have a long history, initially serving as a source of entertainment, but they have since evolved into a widely popular activity Today, board games play a crucial role in the lesson plans of ESL and EFL teachers, enhancing the learning experience in language education.
2.3.1 An overview of Board Games
Word Up is a popular board game developed by Matthew Errey, an Australian ESL teacher with over fifteen years of experience instructing students across Thailand, Japan, Korea, and France Since its launch on April 26, 2007, this engaging game has become a favorite among learners of all ages, emphasizing interactive and fun language learning.
The game enhances various English language skills, including reading and pronunciation, as players engage in asking each other questions Aural comprehension is developed through listening to both their own inquiries and the responses of others Furthermore, the requirement for informal communication in English fosters continuous practice of spontaneous communicative skills.
Nigel Dixon, an EFL instructor at The British Council in Bangkok, highlighted on April 26, 2007, that the Word Up game serves as an effective teaching aid across various levels Students enjoy the game as a fun method for recycling and acquiring vocabulary, with many expressing interest in purchasing their own copies for personal use.
Jennifer Tradewell, Head Teacher at Inlingua's Siam Discovery Branch in Bangkok, highlighted on April 26, 2007, that throughout her three years at Inlingua, "Word Up" has consistently been the favored board game among both students and teachers This endorsement reflects the game's popularity and effectiveness in enhancing the learning experience in English language education.
It's always beneficial to know that when teachers seek to provide their students with a light-hearted break at the end of a class, they often choose engaging activities like Word Up, which effectively promotes language development.
Hewitt, the author of "Edutainment: How to Teach English with Fun and Games," praised Word Up as an invaluable resource for classroom materials, recommending it highly to both English teachers and students.
Board games have gained significant popularity in Bangkok, earning high praise among educators and learners alike This acclaim is exemplified by Word Up, which was honored with the ESL Resource Award in May 2005, highlighting its effectiveness as a valuable educational tool for English language learners.
In SIT-School of International Training in Binh Duong Province, teachers of
Let’s Go Starter has created engaging board games that effectively help children review learned vocabulary Teachers have noted that these games captivate students, making them one of the most effective informal teaching aids available The games not only motivate children but also provide enjoyment, while the competitive aspect ensures their full attention.
In conclusion, board games serve as an engaging supplementary resource for language teaching and learning, particularly for high school students.
2.3.2 Board Games as a tool to teach Grammar Practice
2.3.2.1 Use of games in language teaching
METHODOLOGY
Methodology
Chapter 3 describes the steps applied to conduct the study done for this M.A thesis and the materials used in each of these steps, and a description of the subjects, instruments and data collection procedures Specifically, the research questions come first; next comes the hypotheses; last comes the research design which involves what the data are collected and how they are analyzed
This study investigates the challenges faced in teaching and learning Grammar Practice at high schools in Binh Duong Province, while also evaluating the effectiveness of using Board Games as a tool for enhancing Grammar Practice instruction.
1 What are the difficulties of teaching and learning Grammar Practice at high school in Binh Duong Province?
2 How can the teaching and learning of Grammar Practice at high school in Binh Duong be improved?
3 Is using Board Games to teach Grammar Practice effective?
For the completion of this M.A thesis, the author also deals with four null hypotheses:
1 There is no significance of difference between the mean scores of experimental group and control group on first semester test;
2 There is no significance of difference between the mean scores of experimental group and control group on second semester test;
3 There is no significance of difference between the results of first semester test and second semester test in each group;
4 There is no significance of difference between the mean scores of the experimental group on pre-oral test and post-oral test
The study primarily employs a quantitative research method, complemented by qualitative approaches, to achieve its objectives The research is implemented through experimental procedures in the application phase.
Firstly, two sets of survey questionnaires, one for the teacher subjects and the other for the student subjects (respectively enclosed as Appendix 2 and Appendix
This study aims to identify the challenges faced in teaching and learning Grammar Practice at the high school level, serving as a foundation for developing Board Games as a solution The research also includes an experimental project that implements Board Games in teaching Grammar Practice to Grade 6 E students at HVHS By controlling all variables between the manipulated variable and the outcome, the experiment effectively evaluates the impact of Board Games on enhancing Grammar Practice instruction.
The experimental project utilizes a pre-test and post-test design to evaluate the effectiveness of the treatment The pretest consists of two components: the first semester test, which assesses the equivalence of the two groups prior to treatment and measures the gains made afterward, and the pre-oral test, administered solely to the experimental group to evaluate their speaking ability before the treatment The post-test includes the second semester test and the post-oral test, which are designed to determine any differences between the groups following the intervention.
38 two groups and between the pre-test and post-test performances of the experimental group
The treatment of Board Games in grammar practice spans three months during the second semester as part of an experimental project This includes two assessments, three 45-minute teaching sessions led by the experimental teacher, and the researcher conducting three class observations and interviews—one with the experimental teacher, another with ten student participants, and a third with the examiner of the teaching aids competition.
Research design
In November 2006, a survey was conducted involving eight English teachers from three high schools in Binh Duong Province: Hung Vuong High School (HVHS) in the center of Thu Dau Mot Town, Nguyen Thi Minh Khai Secondary School (NTMKSS) near urban areas, and An My High School (AMHS) in the suburbs This selection of schools, representing diverse locations, ensured the objectivity and feasibility of the experimental project, highlighting the varying teaching and learning conditions between urban and suburban schools.
In the summer of 2006, the initial set of survey questionnaires was created to collect data on teachers' backgrounds and their perceptions and strategies for teaching Grammar Practice.
The study was divided into two sections: Part I included five questions designed to gather information about the teachers' profiles, such as their school name, gender, age, professional qualifications, and teaching experience Part II consisted of twelve questions that investigated the teachers' typical methods for teaching Grammar Practice in English 6, aligning with the overall objective of the research.
The article examines teachers' perspectives on grammar in foreign language instruction, specifically through questions 6 to 8 It also addresses the typical size of high school English classes in Binh Duong Province with question 9 Questions 10 to 15 focus on the teaching methods and activities employed by teachers for Grammar Practice Additionally, question 16 assesses student interest in learning Grammar Practice Finally, the article concludes with an inquiry into teachers' recommendations for enhancing English instruction, particularly in the area of Grammar Practice.
In early November 2006, the initial set of questionnaires was distributed directly to teachers, accompanied by a clear explanation of their purpose and a detailed guide to facilitate completion The researcher collected the completed questionnaires two days later.
In early November 2006, a survey was conducted involving 255 randomly selected Grade 6 students from six different classes across three schools: Hung Vuong (6D and 6E), Nguyen Thi Minh Khai (6A4 and 6A5), and An My (6A2 and 6A4).
40 asked general questions to elicit their views on learning Grammar Practice in class
Data was gathered using a second set of questionnaires written in Vietnamese to ensure clarity for all student participants The purpose of these questionnaires was to assess students' attitudes towards the Grammar Practice learning methods employed by their teachers The questionnaires comprised two parts: Part I included four questions aimed at gathering students' background information such as school name, gender, age, and prior English education at primary schools Part II contained ten questions focused on the typical teaching methods used by teachers for English 6 Grammar Practice, aligning with the study's overall objectives.
The article explores students' perspectives on grammar in foreign language learning, specifically addressing questions 5, 6, and 7 It examines the typical size of high school English classes in Binh Duong Province through question 8 Questions 9 to 12 focus on the teaching methods and activities employed by educators for Grammar Practice Additionally, question 13 assesses students' interest in learning Grammar Practice, while the final question seeks their suggestions for enhancing the teaching and learning of English, particularly in grammar instruction.
First, students’ questionnaires were piloted to see possible problems of the students’ processing the content of the questionnaires; then, the content of one
Before the questionnaires were utilized in the study, 41 confusing questions were revised The researcher clarified the study's purpose and guided the student participants on how to complete the questionnaires, which took approximately 20 minutes to finish All completed questionnaires were collected immediately afterward.
The experimental project commenced in the second semester of the 2006-2007 school year and lasted for three months, focusing on Class 6 E at HVHS This initiative involved teaching Grammar Practice through the use of Board Games Two assessments were conducted: a pre-test, which included the first semester test and a pre-oral test, and a post-test, comprising the second semester test and a post-oral test The procedures of the experimental project are detailed in Table 5.
Table 5: Procedures of the experimental project
The study utilized a non-randomized selection of subjects to enhance objectivity and effectiveness, focusing on two key criteria: students' academic scores and the teachers' qualifications, including their degrees and teaching experience.
Dec 29 th , 2006 Jan 10 th, 2007 From Feb 15 th to Apr 27 th , 2007 April 2007
6A and 6E at HVHS 6E at HVHS 6E at HVHS 6A and 6E at HVHS 6E at HVHS
The first semester test was conducted to assess the proficiency levels of two student groups—the experimental group and the control group—prior to the commencement of the experimental teaching The results of this initial assessment are outlined below.
Table 6: The student subjects’ levels of English
The scoring scale utilized in the study ranged from 0 to 10, categorized into four levels: weak (below 5), average (5 to 6), good (6.5 to 8), and excellent (8.5 to 10) As shown in Table 6, the two selected groups demonstrated comparable scores in the first semester test, allowing for the establishment of a control group Consequently, the groups were confirmed to be equivalent at the study's outset.
Two female Grade 6 teachers from HVHS, both graduates of the University of Education in Ho Chi Minh City, were selected for a study on teaching methods Teacher A, aged 34 with 11 years of experience, taught Class 6 A using traditional Grammar Practice methods In contrast, Teacher E, aged 32 with 9 years of experience, taught Class 6 E using Board Games for Grammar Practice.
3.3.3.3 Pre test and post test
The study employed a pre-test, post-test group design to assess the impact of Board Games on Grade 6 grammar practice Initially, a first semester test was administered to both groups in December 2006 to ensure their equivalence prior to the experimental teaching Following the intervention, a second semester test was conducted in April 2007 to evaluate the effects of the teaching method Both tests were developed by the Education Office of Thu Dau Mot Town, Binh Duong Province.
Method of data analysis
The researcher utilized SPSS 11.5 and Excel to analyze data from questionnaires completed by teachers and students, aiming to assess their attitudes toward the Grammar Practice section of English 6 Subsequently, the researcher evaluated students' performance on two tests to statistically examine the effectiveness of teaching Grammar Practice through Board Games The analysis employed Independent samples t-test 2 and Pair tests to derive meaningful conclusions.
The independent samples t-test is utilized to compare the means of two independent samples This statistical method is particularly useful for analyzing pre-test and post-test data when both tests are conducted on different groups.
A 49 samples t-test was conducted with a significance level of 0.05 Additionally, data were gathered through class observations and interviews to assess the attitudes of experimental participants towards Board Games and to validate the findings from another perspective This comprehensive approach aimed to answer the research questions and evaluate the potential effectiveness of the experimental teaching method.