T h e a i m o f t h e s t u d y
This research aims to evaluate the effectiveness of revision games in enhancing English vocabulary retention among eighth-grade students at Marie Curie School It seeks to understand students' attitudes toward using language games for revising new words and offers recommendations to improve vocabulary teaching and learning for both teachers and students.
To reach the aim of the study, the following questions are focused on:
1 Do word revision games help students better in memorizing new words?
2 What are students’ attitudes towards revision games in learning new words?
T h e s c o p e o f t h e s t u d y
Learning a word involves understanding its meaning, spelling, pronunciation, parts of speech, related forms, collocations, and grammatical restrictions However, this study primarily focused on the meaning aspect of word forms rather than overall vocabulary acquisition The research was conducted with students in grades 8 (M) and 8 (P) at Varie-Curie School.
S i g n i f i c a n c e o f t h e s t u d y
The study's findings aim to enhance vocabulary retention among students at Marie Curie School, benefiting both the researcher and fellow teachers in their vocabulary teaching practices.
1.5 The outline of the thesis
The thesis consists of five chapters:
Chapter I serves as the introduction, detailing the study's background, problem statement, objectives, scope, and significance Additionally, this chapter outlines the structure of the thesis.
Chapter II of the Literature Review explores academic perspectives on vocabulary teaching and learning, highlighting the benefits and implementation of games in language education, particularly for vocabulary revision Additionally, this chapter presents relevant research studies that support the current investigation.
Chapter III Methodology: In this chapter the methodology of the study, the subjects, data collection instruments and procedures are focused on.
Chapter IV Data analysis and Discussion: This chapter analyzes and discusses the results achieved from the study.
Chapter V presents recommendations for implementing word games and practice exercises to enhance vocabulary revision at Marie-Curie School, grounded in the key findings from the experiment This chapter summarizes the discussed issues to formulate a comprehensive conclusion.
Chapter II examines literature on vocabulary teaching and learning, focusing on essential principles and significant findings regarding language games It explores the perspectives of methodologists on effective vocabulary instruction and the role of word revision games in enhancing learning outcomes.
V o c a b u l a r y t e a c h i n g a n d l e a r n i n g
What is involved in learning a w ord?
Linguistic studies by Carter and Carthy (1988), Nation (2001), and Schmitt (2000) emphasize that learning a word encompasses much more than just understanding its meaning Key aspects include recognizing its spoken and written forms, various meanings, structural derivatives, syntactical behaviors, collocations, and lexical relations such as synonyms and antonyms Grain & Redman (1986) further assert that effective vocabulary acquisition requires knowledge of words and their meanings—both conceptual and affective—as well as their grammatical forms, pronunciation, and usage in idioms This study will delve deeper into the relationship between word meaning and word form.
When learning and teaching vocabulary, it's crucial to recognize that a single word can possess multiple meanings that vary significantly based on its linguistic and social context This understanding of the lexical system is essential for effective communication and comprehension.
Grain & Redman (1986) categorize meaning into two types: conceptual meaning and affective meaning Conceptual meaning refers to the identification of objects or concepts, such as how "father," "dad," and "daddy" all denote a male parent, while "rain" signifies a natural phenomenon When the referent is an abstract concept, it involves significant denotation, whereas individual objects are associated with demonstrative denotation.
Affective meaning reveals how concepts and terms are expressed, reflecting the speaker's emotions and attitudes For instance, while "father," "dad," and "daddy" share the same literal meaning, they differ in emotional connotation, with "dad" and "daddy" conveying warmth and affection This type of meaning encompasses various elements, including emotive charge, evaluation, intensity, and stylistic nuances, which can range from colloquial to formal Affective meaning is crucial in areas such as advertising, politics, and literature, where emotional resonance can significantly impact communication.
Gaim and Redman (1986) highlight the significance of understanding word form alongside word meaning Mastery of word form encompasses various aspects, including grammar, pronunciation—such as sound, spelling, and stress—as well as word formation techniques like affixation, compounding, and conversion.
Understanding a word involves grasping its meaning, usage, grammatical variations, spelling, pronunciation, and stress patterns, as well as its structural formation.
Stages in w ord learning
According to Waring (2002), word learning occurs in two key stages The initial stage involves students matching a word's spelling and pronunciation with its meaning Once they grasp the word, they must explore deeper aspects of word knowledge, including its connections, usage restrictions, forms (written or spoken), similarities to other words, nuances of meaning, and frequency of use.
When learning new vocabulary, it's essential to focus on various lexical areas, including word meaning, word form, word grammar, and word use Teachers should select which aspects to emphasize based on the specific vocabulary being taught and the students' proficiency levels However, mastering word meaning and word form is crucial for students at any level, as these foundational elements are vital for effective language acquisition.
Frequency plays a crucial role in vocabulary acquisition for learners, as highlighted by Hedge (2000) The more often words are encountered, the easier they are for students to remember, which is particularly vital for beginners who should focus on high-frequency vocabulary Educators must adopt distinct teaching strategies for high-frequency versus low-frequency words, as research indicates that learners who encounter a word more than seven times retain it significantly better than those who see it only once or twice.
It is important to help the learners have good control of the high frequency word of the language.
According to Hedge (2000), presenting words in context significantly enhances learners' ability to acquire and retain vocabulary compared to isolated words Isolated words lack a cognitive anchor in memory and fail to convey a meaningful message, resulting in a diminished psychological impact In most cases, the meaning of words is largely shaped by their context, which is essential for evoking emotions and fostering learner engagement.
Concrete contexts give learners linguistic and psychological reality that help learners retain the words more effectively.
According to Hedge (2000), when teaching new vocabulary, educators should implement strategies that motivate students to engage actively with words Words that carry more vivid meanings, such as "crazy," are more likely to be retained in students' memory.
Cook (1991) argues that the depth of processing significantly influences memory retention He explains that simply repeating words as sounds results in poor recall, while understanding their grammatical roles enhances memory The highest level of processing occurs when individuals comprehend the meanings of words within the context of the sentence, leading to optimal memory retention Therefore, the level of processing is more crucial than the frequency of word usage in determining how well information is remembered.
A ‘deep experience’ with the words will bring better retention.
According to Cook (1991) there are two types of memory: short term memory and long term memory.
Short-term memory serves as a temporary storage system for information currently being processed, but it has a limited capacity and decays quickly Information retained in short-term memory is typically brief and can be easily forgotten, especially when interruptions occur Interference can disrupt the retention of information, making constant repetition necessary to maintain recall.
Long-term memory is capable of storing information for extended periods, with minimal decay and no capacity limits, allowing for the accommodation of vast amounts of new information Information from short-term memory transitions to long-term memory through processes like revision and repetition Research by Gaim and Redman (1986) indicates that learners often find repetition to be an effective method for transferring information into long-term memory Notably, psychologist Ebbinghaus highlighted that each additional recitation of material deepens the mental trace, enhancing long-term retention This underscores the critical role of retention strategies in effective studying.
The amount remembered by students who did no review was
The amount remembered by students who reviewed was
Table 2.1 : The importance o f retention in studying
(cited in M emory and related learning principles- http: // www.Web-us.com/memorv- and-related-learninfi-prin.htm)
In conclusion, teachers must employ diverse strategies to enhance students' memory retention Engaging students in the learning process significantly improves their ability to remember information, particularly when it relates to their interests or personal experiences Consequently, it is essential for educators to thoughtfully choose instructional materials, make lessons captivating, and incorporate interactive activities such as role-playing and games to effectively teach vocabulary.
Forgetting can occur even when our long-term memory is well-organized, leading to difficulty in recalling information This phenomenon is explained by two main theories: decay theory, which suggests that memories fade over time, and cue-dependent forgetting, which posits that retrieval cues are necessary for accessing stored information (Gairn & Redman, 1986).
Decay theory posits that information not regularly accessed gradually fades from our memory In contrast, the second theory asserts that while information remains stored in our memory, we may struggle to retrieve it when needed.
When discussing the concept of forgetting, it's crucial to highlight the rapid rate at which we forget information Research indicates that individuals can forget up to 80% of new information within just 24 hours Furthermore, the level of interest in the material significantly impacts this rate; the less engaged a person is, the quicker they tend to forget This underscores the importance of regular revision in effective vocabulary acquisition.
Learning styles refer to the various approaches individuals utilize when acquiring a new language or subject Key models categorize these styles into dimensions such as visual versus auditory, kinesthetic versus tactile, extroverted versus introverted, and judging versus perceiving These dimensions play a significant role in vocabulary acquisition According to Reid (1998), the visual style involves learning through sight, while auditory learners engage through hearing Kinesthetic learners absorb information via physical experiences, and tactile learners prefer hands-on interaction Extroverted learners thrive on social interactions and concrete experiences, whereas introverted learners excel in solitary study Additionally, judging learners focus on reflection and analysis, while perceiving learners emphasize negotiation and intuitive understanding.
Learning styles indicate that students absorb and process information in diverse ways, such as visual, auditory, reflective, active, logical, intuitive, analytical, and experiential methods To accommodate these varied learning preferences, educators must employ a range of teaching strategies; otherwise, students may become disengaged, perform poorly on assessments, and feel discouraged about their studies.
A version copyrighted by Miller (2000) shows that there are four learning styles as follows:
The visual/verbal learning style
Students who thrive in visual learning environments absorb information more effectively when it is presented through visual aids and written language They benefit greatly from teachers who highlight key lecture points on the blackboard or provide outlines to guide their understanding This approach enables students to visualize information, enhancing their ability to recall and retain what they have learned.
The visual!Nonverbal learning style
Some implications fo r vocabulary teaching
According to Waring (2001), teachers should focus on the most common and meaningful words, as these hold significant semantic value He emphasizes the importance of addressing challenging vocabulary while also recommending that educators first introduce simpler words to establish a foundational vocabulary base.
Learning vocabulary should not stop at the surface level of form and meaning Learners should know word use and word grammar as well According to Waring
Word learning consists of two key stages Initially, learners focus on associating a word's spelling and pronunciation with its meaning Once this foundational knowledge is established, they should delve into more complex aspects of vocabulary, including the word's collocations, usage restrictions, synonyms and antonyms, formality levels, and morphological structure.
Waring (2001) highlights the importance of understanding vocabulary in context before teaching it, as words rarely exist in isolation and often form patterns that convey meaning To enhance students' speaking and writing skills, teachers should actively introduce various word relationships.
W hat vocabulary is taught for learners depends much on how teachers teach them.
Effective vocabulary teaching is as crucial as selecting the right lexical items Teachers must consider not only what to teach but also the methods for effective instruction Three key points should be prioritized in this process.
To effectively teach vocabulary, educators should employ engaging methods that enhance retention, as presenting words in isolation often leads to quick forgetfulness Incorporating contextual support through tools like flashcards, photographs, wall charts, and gestures can help create a visual memory for students, particularly for concrete vocabulary Waring (2001) emphasizes that teachers should guide learners in discovering word meanings independently, which fosters deeper understanding and longer-lasting memorization.
To effectively retain vocabulary in long-term memory, it is essential for learners to engage interactively with words Morgan & Rinvolucri (1986) suggest utilizing exercises that include drawing and labeling pictures, diagrams, plans, and maps Additionally, they recommend tasks that prompt learners to express personal connections to vocabulary, such as introducing themselves by sharing their name along with an item related to a specific vocabulary category, like containers.
Teachers should provide students with opportunities to revise vocabulary in the classroom, as repeated exposure helps with retention According to Uberman (1998), games are an effective and enjoyable method for revising vocabulary, making the learning process more engaging compared to traditional techniques Playing games allows for material repetition in a supportive environment, which motivates learners and reduces intimidation This article will further explore the benefits of using games for vocabulary learning.
Games fo r language teaching
Language games have emerged as a highly effective method for teaching languages, particularly in enhancing vocabulary acquisition This section will clarify the concept of language games, explore their application in classroom settings, and highlight the significance of vocabulary games in the learning process.
A game, firstly, consists of plays governed by rules Each game has its own rules They can not use the rules of game for another.
Secondly, a game is a play of cooperation and competition A game always has competitive elements but there are many games in which cooperation is the main thing.
Thirdly, a game has its own objectives There are games used for relaxing or both relaxing and studying There are also games used for developing skills, vocabulary, or grammar, etc.
According to Gibb's definition (1978, p 60), a game is an activity involving both cooperation and competition among decision-makers who aim to achieve their objectives within established rules.
To sum up, through those definitions, a common element- that is a game has three main characteristics: (1) a goal or objective, (2) a sets of rules which govern a game,
Games are contests that can be played between players or against a specific goal, and they are fundamentally designed to be enjoyable The essence of games lies in the element of play, which is crucial for creating a fun and engaging experience.
According to Rixon (1981) there are two types of language games: code-control games and communicative games.
Code-control/ linguistic games require players to produce correct language or demonstrate that they have had a correct interpretation of a certain piece of language: sound, spelling, vocabulary or structure.
Rixon (1981) noted that games of this nature typically involve short utterances, often limited to a single word and rarely exceeding a sentence or two He emphasized that the accurate repetition of a restricted set of language is crucial in these activities.
According to Rixon (1981), players in these games often use a more flexible and diverse language compared to code-control games Although their communication may not be flawless, achieving the intended message allows for the successful completion of objectives.
Both games play complementary roles in a teaching program, enhancing each other rather than conflicting Code-control games help improve language accuracy, while communicative games offer a more flexible and effective approach to language use.
2.2.1.3 The advantages o f using games in language teaching
Games offer significant educational value beyond mere entertainment, serving as motivating tools that encourage student engagement They provide shy learners with a platform to express their thoughts and feelings, fostering a more inclusive learning environment By promoting fluency and teaching language skills, games help students appreciate the beauty of a foreign language, transforming potential challenges into enjoyable learning experiences.
Games creates an enjoyable environment
Language games offer significant benefits by eliminating boredom and fostering enthusiastic learners who eagerly anticipate engaging with language Additionally, these games cultivate a fun and enjoyable environment that enhances the learning experience.
Games are inherently enjoyable and often revolve around the friendly competition of outperforming others or improving oneself, as noted by Lee (1979) Through pair work, group activities, and whole-class engagement, these games provide learners with opportunities to collaborate and accumulate points, which most students find motivating This competitive element encourages learners to revise and acquire knowledge in a pleasurable manner Furthermore, the relaxed atmosphere fostered by games enhances students' ability to remember information more effectively, as highlighted by Wierus and Wierus (quoted by Uberman, 1998).
Games provide active learner- centered learning
Games foster a learner-centered environment, recognizing that individuals have unique learning styles Rixon (1981) emphasizes the role of teachers as facilitators, providing essential information on vocabulary, new structures, or suggestions for clearer communication among players This approach signifies a shift from traditional teacher-dominated classrooms to a focus on active, engaging, and personalized learning experiences.
Games are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings ( Hansen, quoted by Uberman,
1998) A game is a source o f motivation, interest and a game often considered to be the first step to draw students’ attention to an English Foreign language environment
Motivation and interest in play are crucial for fostering a natural and enjoyable learning environment, as highlighted by Vale (1995) David and Hollowell (1989) further emphasize that games enhance student participation significantly, making them more effective in motivating learners compared to traditional textbooks and worksheets.
Competition among individual learners or teams serves as a powerful motivator in many games, driving students to participate This competitive element is a key factor in explaining students' interest in gaming.
Incorporating language games into lessons is an effective strategy to enhance student motivation and create a relaxed learning environment When students have the opportunity to choose their partners for these games, it fosters a friendly atmosphere that encourages collaboration and support among peers As a result, learners experience increased happiness and motivation, leading to greater engagement in the activities.
Games prom ote cooperation and competition
Competitive games captivate students and can significantly enhance their motivation to participate successfully These games encourage role-playing, debating, and argumentation, allowing students to use language in diverse contexts This interactive approach not only boosts students' interest but also serves as a crucial motivator for learning English effectively.
Games provide immediate feedback and informal testing
When introducing new concepts, teachers often assess student understanding through traditional methods like paper tests or oral questioning, which can be time-consuming However, incorporating games into the learning process allows teachers to quickly and informally evaluate what students have learned without the stress of formal assessments This engaging approach not only saves time but also makes the learning experience more enjoyable for students, moving away from tedious drills and exercise sheets.
Word g a m e s
According to A.D Wright (1983), word games are language activities that primarily emphasize words These games can be categorized into various groups based on the specific language being focused on.
Meaning games engage students in asking for and providing definitions of words, as well as comparing and discussing these definitions Students are also tasked with categorizing words and identifying those that do not fit within specific categories, enhancing their vocabulary and critical thinking skills.
Word for sentence making games: Tlie students have to make sentences including selected vocabulary items.
Hadfield (1998) presents a unique approach to word games, emphasizing that for learners to effectively retain a word, they must engage in three distinct processes: first, understanding the word's meaning; second, personalizing it to create a personal connection; and third, using the word creatively in relevant contexts He categorizes these word games into three groups: memorization games, personalizing games, and communication games, each designed to facilitate these processes.
Memorization games prioritize accuracy over frequency, making them inherently linguistic in nature In these games, learners must either recognize or generate a single word or construct a simple sentence that incorporates the target word Techniques employed in these games include matching, guessing, ordering, arranging, and collecting.
Personalizing games are not really games, but humanistic activities W hen playing the g a m e s, learn ers are required to relate the w u id s they have learnt to their own life or experiences.
Communication games emphasize task completion, such as finishing a picture, rather than simply producing correct words or sentences These engaging activities utilize various techniques, including guessing, searching, matching, exchanging, combining, arranging, and puzzle-solving, to enhance interaction and learning.
According to Hatfield (1998), word games can be categorized into three primary types of activities: pair work, small group work involving three to four students, and whole class activities Each game typically lasts between 10 to 15 minutes.
Language and word games are valuable tools for enhancing vocabulary classes, making lessons more engaging, enjoyable, and effective.
There have been several research works related to vocabulary teaching and learning One of them has been an experimental research conducted by Agnieszka Uberman
(1998), from the English Department of Pedagogical University in Rzeszow, Poland
In her study, Uberman investigates the effectiveness of language games compared to traditional teaching methods for vocabulary acquisition among third form students She divided the students into two groups, employing a vocabulary picture-puzzle game for one group and traditional translation activities for the other To assess vocabulary retention, she administered a test that included both a translation task and a game Results indicated that the experimental group, which engaged in the game, demonstrated greater enthusiasm and participation in learning vocabulary Conversely, the traditional group showed less active involvement and interest Despite these findings, the study has limitations, including a lack of evidence supporting students' enjoyment of the game and the use of only one lesson with a single game, raising questions about the reliability of the results Overall, while the study suggests the potential benefits of vocabulary games in language teaching, the sample size and duration may undermine the conclusions drawn about their effectiveness.
In Vietnam, a study by Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga examined the effectiveness of learning vocabulary through games at the Distance Education Center (DEC) They implemented word games as a teaching activity and conducted a post-class survey after two weeks to gather students' experiences and feelings about vocabulary learning Data was collected through classroom observations and interviews with both teachers and students The results indicated that most learners were enthusiastic about participating in the games and strived to win, with many students reporting improvements in their vocabulary usage However, the study's reliance on interviews and questionnaires may limit the accuracy of measuring students' progress.
A study on vocabulary acquisition over two weeks utilized simple games like "Hang Man" and "word puzzles." However, the reliability of the results may be questionable, as both studies involved participants aged 17 to 20.
Dao Thi Thanh Mai (2004) conducted an experimental study on the revision of new vocabulary at the Navy Academy for first-year students However, her research exhibited several weaknesses that need to be addressed.
The post-test aimed to assess the understanding of select new vocabulary words learned over a 15-week period Throughout this duration, students encountered a total of 100 vocabulary items, encompassing both high and low frequency words.
The conclusion drawn from the post-test results suggests that games or exercises significantly enhance students' retention of word meanings However, this assertion lacks credibility, as the students had the opportunity to reinforce their vocabulary through various skills such as reading, writing, speaking, and listening over a 15-week period.
In her study, each word was presented only once in a game or exercise, which did not guarantee that students could retain the vocabulary reviewed in the initial weeks during the post-test.
To address the identified shortcomings, the researcher will implement several changes in the study A post-test will be administered at the end of the treatment to evaluate students' retention of the vocabulary learned Additionally, daily reports will be required from students after each English lesson to assess both short-term and long-term memory retention and to analyze the immediate effects of the activities The researcher aims to confirm that students' retention of word meanings is attributed to game-based learning rather than external factors In larger classes, vocabulary will be reinforced through various games and exercises Furthermore, a follow-up questionnaire will be conducted to gauge students' attitudes towards the new vocabulary teaching technique compared to traditional methods.
The next chapter will present a discussion of the methodology employed in this study
What this study is about?
Chapter II highlights the complexity of vocabulary learning and teaching, which involves multiple stages: presentation, practice, and revision, along with various elements such as word meaning, form, use, and grammar To enhance the effectiveness of vocabulary instruction, games can be integrated into any of these stages and aspects This thesis primarily focuses on vocabulary revision games aimed at improving the retention of word meanings.
The researcher aims to evaluate the effectiveness of revising games on word retention compared to traditional exercises, while also examining students' attitudes towards both techniques following the treatment.
The following research questions are shown to get the aims of the study:
1 Do word revision games help students better in memorizing new words than the traditional exercises?
2 What are students’ attitudes towards using revision games in learning new words?
Subjects
In Marie-Curie school, students have been placed in 5 classes 8: 8M, 8P 8G, 81, 8M1, 8M2, based on the scores of the entrance exam (including English, Math and
In a literature study, students are divided into three groups based on their performance: Group 1 (8M, 8P) consists of those scoring 16-17 points out of 30, Group 2 (8G, 81) includes students with scores of 13-14, and Group 3 (8M1, 8M2) comprises those scoring 10-12 points across subjects like English, Math, and Literature Each year, students may be reassigned to different grades based on their term results, ensuring they are placed in classes that match their abilities After two years, students in classes 8M and 8P, who began with similar entrance exam scores and backgrounds, exhibit comparable academic performance Both classes have 25 students with adequate study abilities, selected for their similar results in the first term English achievement test.
At the start of the second term, a pre-test assessing vocabulary from the previous term was conducted for both classes, revealing comparable vocabulary knowledge levels (see Appendix 8) Consequently, during the experimental phase, there was no significant difference in the vocabulary items taught between the control group (8M) and the experimental group (8P).
In the second term, an experiment involving 50 students from two classes, 8M and 8P, each with 25 students, was conducted Both classes studied the same textbook, English 8, published by The Training and Education Ministry, and began with the same unit 10 They attended English classes three times a week, with instruction provided by the researcher, ensuring that both classes received identical content The key distinction between the two groups was the method of vocabulary revision: class 8P, the experimental group, engaged in revision word games, while class 8M, the control group, utilized traditional exercises.
Variables
The study focuses on two types of classroom vocabulary revision and practice activities, referred to as treatments The experimental group engages in word revision games designed to enhance students' retention of new vocabulary, promote language practice, and facilitate comprehension of word usage These games enable students to construct sentences with accurate meanings, leading to a better understanding of how to apply words in appropriate contexts, ultimately improving their ability to remember new vocabulary effectively.
Students can enhance their vocabulary during games by expressing themselves through spoken or written words, accompanied by images or definitions They also reinforce their understanding of new words by constructing sentences using previously learned vocabulary A variety of engaging revision games can be utilized, including Slapping Board, Hot Seat, Kim's Game, Working Net, Categories, Word Square, Rub Out and Remember, Acid Hangman, and Circle Game, among others.
- Choose the games: In order to stimulate the participating in vocabulary games as much as possible, suitable games to topics in each lesson in the book English 8 were chosen.
Incorporate selected games into the "Warm-up" section, lasting approximately 10 minutes, or at the conclusion of the lesson The researcher will determine the most appropriate timing for integrating games into the lessons.
Before starting the games, the teacher outlines the rules and objectives for the students to follow Throughout the gameplay, the teacher takes on the role of master of ceremonies, motivating students to take charge of the class dynamics themselves.
At the conclusion of the games, the teacher reviews the outcomes, provides feedback on student performance, and addresses any mistakes made during the activity For the control group, traditional vocabulary revision exercises are utilized, including translation, gap-filling, definition matching, synonyms, antonyms, and multiple-choice questions.
When the students revise the vocabulary:
- The teacher writes the exercises on the board or gives the students handouts and then gives them instruction.
- Students do the exercises individually within a permitted period of time
- Then the students are asked to stand at their tables or go to the board and give their answers orally or in written form to the teacher.
- Teacher gives feedback and correct errors.
The dependent variable in this experiment is the number of words students can remember, which is influenced by changes in independent variables This is measured through post-test results and students' positive attitudes toward the new technique, as well as the impact of games on word retention assessed via questionnaires.
It is assumed that a difference would be found in the numbers of words remembered between the experimental group and the control group after the treatment.
To answer the research questions of the study, the data are collected through questionnaires, weekly records and tests.
Questionnaires
Questionnaires are a popular choice for data collection due to their ability to efficiently gather and analyze information on various issues from a large number of participants They are cost-effective and time-efficient for researchers, allowing students to easily complete them Additionally, the questionnaires are provided in both Vietnamese and simple English to ensure that all participants fully understand the questions.
Our study aimed to explore students' perceptions and attitudes towards using games for vocabulary revision and the benefits they gained from this approach We sought to determine whether vocabulary games could serve as an effective method to enhance students' comfort and interest in learning, a subject often regarded as tedious Following the implementation of our experimental plan, we utilized a questionnaire to gather data on students' attitudes towards these new techniques and the impact of games on word retention.
The questionnaires utilized in this study are adapted from Dao's (2003) research, as both studies share similar objectives To enhance the depth of information and gather diverse opinions from participants, certain statements have been restructured.
The study utilized two questionnaires to assess students' attitudes towards vocabulary revision techniques Questionnaire I targeted the control group, focusing on their perceptions of traditional exercises, while Questionnaire II was administered to the experimental group to evaluate their views on word games used for vocabulary retention post-treatment This approach enables a comparison of students' preferences for different vocabulary revision methods and their attitudes towards each technique.
The questionnaires feature a blend of closed and open-ended questions, allowing for clear responses to the closed items while also gathering in-depth insights into students' attitudes toward learning new vocabulary through games and traditional practice exercises.
At the conclusion of the questionnaires, students have the opportunity to express their thoughts on innovative techniques for retaining new vocabulary and share their insights on vocabulary revision exercises.
Each set of questionnaire I, II consists of 3 sections as follows:
Section 1 is about the attitudes towards games as well as traditional practice exercises Question 1 states the feelings of the students in revising new words through games and traditional practice exercises Question 2 asks about the students’ feelings while taking part in two types of techniques Question 3 is designed to find out which word games or kind of exercises students like or do not like.
Section 2 (including question 5) is about opinions on the effects of both games and traditional practice exercises on their vocabulary retention The students will choose the most suitable responses to this question concretely analyzed according to the rate of each item on a 5-point scale as “ completely agree”; ‘agree’; “ not sure; “ disagree”; “com pletely disagree’.
Section 3: (including questions 6,7, 8) is about the attitudes to the use of both word games and traditional practice exercises for vocabulary revision in the future at Marie Curie school Q uestion 6 is about to ask the students’ attitudes if they want to take part in word games or doing practice exercises while learning vocabulary in the future in their lesson Q uestion 7 and 8 are where students can write all their ideas and feelings about which frequency of using each type of activity should be.
Weekly records
Records are essential for evaluating educational exercises, and in this study, the researcher utilized weekly records as a data collection tool from week 1 to week 6 of the experiment At the project's conclusion, students are expected to compile a report This section involves documenting class dates, new vocabulary learned, student outputs post-lesson, and their feelings about each game Weekly records were maintained for both the control and experimental groups to assess students' short and long-term memory retention.
Tests
To investigate the effects of games on vocabulary retention, pre-tests and post-tests can be carried out.
According to Nation (1990), vocabulary tests play a crucial role in assessing learners' overall vocabulary size, enabling comparisons of vocabulary knowledge before and after a course They provide a continuous measure of progress, motivate learners by establishing short-term goals, evaluate the effectiveness of teaching methods, and offer insights into the learning process.
A pre-test was conducted prior to the treatment to verify the assumed equivalence of ability between the two classes This assessment aimed to ensure that any potential differences observed between the classes were not attributed to variations in student capability The vocabulary items evaluated were chosen from the curriculum covered in the previous semester.
The test paper consists of five sections: Part 1 focuses on picture matching, Part 2 involves filling in word meanings, Part 3 requires rearranging letters into correct words, Part 4 is about identifying odd words, and Part 5 entails matching definitions The total marks for each section are as follows: Part 1 (2 marks), Part 2 (2.5 marks), Part 3 (1.5 marks), Part 4 (2 marks), and Part 5 (2 marks).
A post-test will be conducted immediately after the course concludes to evaluate students' retention of word meanings following the experiment The vocabulary assessed in the test will be chosen from items that were reviewed through two distinct activities, maintaining a consistent test format.
The test paper consisted of five sections: Part 1 focused on picture matching, worth 2 marks; Part 2 involved filling in the meanings of words, totaling 2.5 marks; Part 3 required lexical cues to form correct words, valued at 1.5 marks; Part 4 challenged students to identify odd words, also worth 2 marks; and Part 5 centered on matching definitions, contributing another 2 marks.
The pre-test and post-test are designed in the similar format Each test consists of five parts and the total marks is 10.
Before the treatm ent a pre-test was given to both groups:
In the study, the control group engaged in practice exercises, while the experimental group participated in word games Both groups utilized weekly reports to track the number of new vocabulary words retained by the students.
After the experiment two sets of questionnaires were delivered to the students in the control group and the experimental group and a post-test was given to both groups.
In March 2008, both classes participated simultaneously in a 30-minute vocabulary test The researcher emphasized to the students that the test results were solely for research purposes and would not impact their final study outcomes To ensure accurate results, the researcher aimed to foster a positive and comfortable atmosphere for the students during the testing process.
3.3.2.1 Teaching to the experiment group
The six-week experiment utilized word revision games in the experimental group to reinforce vocabulary retention from previous lessons These engaging activities were strategically conducted either at the beginning or the end of each lesson to enhance learning outcomes.
Organizing a game session is essential, regardless of the game type Teachers must prepare by establishing groups, gathering materials, and planning for each phase of the game: introduction, gameplay, and debriefing Effective preparation allows for more playing time The introduction phase is crucial, requiring the teacher to deliver clear, concise, and straightforward instructions to ensure success Following these steps will facilitate a smooth game experience.
- Introducing the purpose of the game
- Explaining the rules of the game, the scoring, or the maximum amount of time.
- Providing a good model of the game for his/her pupils to imitate and help them understand all the instructions.
In the preparation stage, the teacher plays a crucial role, guiding students as they focus on understanding the material presented Engaging in game playing further enhances the learning experience, encouraging active participation and reinforcing comprehension.
To foster a positive atmosphere during the game, teachers should minimize their interference, allowing students to engage actively and intensively This approach encourages participation and enhances the overall success of the game.
After the game concludes, a feedback session will be conducted where the teacher should focus on encouraging players and addressing any mistakes made It is crucial to avoid ridiculing individuals, as the primary goal is to demonstrate to students that their engagement with language is valuable and interesting.
Each game will take about 5-10 minutes
3 3 2 2 The teaching to the control group
In this group, in order to review word meaning, the researcher uses the types of exercises: m atching definition, translation, gap filling, synonym and antonym
The teaching procedures in the group are as similar as the following steps:
The teacher hands out the exercises to the students with some instructions.
Students complete exercises independently, focusing on vocabulary from the previous lesson that aligns with the experimental group They remain seated in the same area while the teacher circulates around the classroom, providing encouragement and ensuring they stay engaged with their tasks.
After about 5-10 minutes, the teacher calls the students to give out the answers and the teacher corrects each answer to the questions.
The teacher provides prepared samples for students to complete after each lesson, where they record new vocabulary, their reflections, and feelings about the day's lesson weekly These handouts are then collected by the teacher for review.
After 6 weeks, the students in the experimental and control groups do a 30-minute post-test (see Appendix 5) at the same time It is necessary to remind the students that the result of the test will not influence their study result, so the students have to write out what they have learnt honestly The researcher collects the tests to record.
The experiment procedure
3.3.2.1 Teaching to the experiment group
The six-week experiment focused on using word revision games to help students retain vocabulary learned in prior lessons These engaging activities were strategically implemented either at the beginning or the end of each lesson to enhance retention and reinforce learning.
Organizing a game session is essential, regardless of the game type The teacher must carefully prepare by establishing groups, gathering materials, and planning the timing and presentation of the game, which ultimately allows for more actual playtime The introduction of the game is a critical phase, where the teacher must deliver clear, brief, and simple instructions to ensure success Following a structured approach during this introduction will enhance the overall gaming experience.
- Introducing the purpose of the game
- Explaining the rules of the game, the scoring, or the maximum amount of time.
- Providing a good model of the game for his/her pupils to imitate and help them understand all the instructions.
In the preparation stage, the teacher plays a crucial role, guiding students as they focus on understanding the material presented Engaging in game playing further enhances this learning experience, making it interactive and enjoyable.
To foster a positive atmosphere during the game, teachers should minimize their interference, allowing students to engage actively and fully in the activity This approach encourages participation and enhances the chances of successfully completing the game.
After the game concludes, a feedback session will be conducted where the teacher should focus on encouraging players and addressing any mistakes It is crucial to avoid ridiculing individuals, as the goal is to demonstrate to students that their engagement with language is valuable and worthwhile.
Each game will take about 5-10 minutes
3 3 2 2 The teaching to the control group
In this group, in order to review word meaning, the researcher uses the types of exercises: m atching definition, translation, gap filling, synonym and antonym
The teaching procedures in the group are as similar as the following steps:
The teacher hands out the exercises to the students with some instructions.
Students complete exercises individually, focusing on vocabulary from the previous lesson that aligns with the experimental group's content They are seated together while the teacher circulates the classroom, providing encouragement and ensuring they remain attentive to their tasks.
After about 5-10 minutes, the teacher calls the students to give out the answers and the teacher corrects each answer to the questions.
The weekly record p ro ced u re
The teacher provides prepared samples for students to complete after each lesson, where they record new vocabulary, their thoughts on the day's lesson, and their feelings about the learning experience These handouts are collected weekly by the teacher to assess student progress and engagement.
After 6 weeks, the students in the experimental and control groups do a 30-minute post-test (see Appendix 5) at the same time It is necessary to remind the students that the result of the test will not influence their study result, so the students have to write out what they have learnt honestly The researcher collects the tests to record.
At the conclusion of the experiment, Questionnaire I is administered to the control group, while Questionnaire II is provided to the experimental group The researcher ensures that any unclear instructions are thoroughly explained to the students prior to completing the questionnaires Students are encouraged to express their genuine feelings and thoughts, as their responses remain anonymous.
3.4.1 T-test for test results analysis
The control and experimental groups share a similar background in English learning, as both consist of students who achieved adequate results in their first-term exams To ensure the compatibility of these groups at the start of the treatment, an independent samples t-test was conducted This statistical test assesses the significance of differences between the means of the two independent groups—experimental and control—based on their performance in the post-test The results of the independent samples t-test effectively addressed the first research question, allowing for a meaningful comparison between the B and M groups and facilitating the drawing of conclusions.
In this study, a t-test was conducted to compare the post-test results of the experimental and control groups The significance level was set at 0.05, meaning that if the p-value is less than or equal to 0.05 (p < 0.05), the observed difference between the groups is considered statistically significant.
In short, the t-test made use for test results analysis in this study is independent samples t-test and the level of significance set for the t-test is < 0.05.
The questionnaire addresses three key issues: participants' feelings towards revision word games and traditional practice exercises, their beliefs about the effectiveness of these methods, and their perspectives on the future use of both techniques To identify patterns in attitudes, the results are presented as raw frequencies and percentages The statistical analysis reveals students' attitudes towards practice exercises and word games.
This research explores whether games enhance students' ability to memorize new vocabulary and examines their perceptions of two different vocabulary learning techniques.
The students questionnaire procedure
At the conclusion of the experiment, Questionnaire I is administered to the control group, while Questionnaire II is given to the experimental group The researcher ensures that any unclear aspects are thoroughly explained to the students before they begin the task Emphasizing the importance of honesty, the researcher encourages students to express their true feelings and thoughts, assuring them that their responses are anonymous.
T-test for test results analysis
The control and experimental groups in this study share a similar background in English learning, as both consist of students who achieved satisfactory results in their first-term exam To ensure the compatibility of these groups at the start of the treatment, an independent samples t-test was conducted This statistical test assesses the significance of differences between the means of two independent groups—specifically, the performance of the experimental and control groups on the post-test The independent samples t-test effectively addressed the first research question, allowing for a meaningful comparison between the B and M groups and facilitating the drawing of conclusions.
In this study, a t-test was conducted to compare the post-test results of the experimental and control groups The significance level was set at 0.05, meaning that if the p-value from the t-test is less than or equal to 0.05 (p < 0.05), the observed difference between the groups is considered statistically significant.
In short, the t-test made use for test results analysis in this study is independent samples t-test and the level of significance set for the t-test is < 0.05.
Analysis fo r questionnaire results
The questionnaire addresses three key issues: participants' feelings towards revision word games and traditional practice exercises, their beliefs about the effectiveness of these methods, and their perspectives on the future use of both techniques To analyze the patterns of attitudes reflected in the responses, the results are presented as raw frequencies and percentages The statistics reveal insights into students' attitudes towards practice exercises and word games.
This study explores whether games enhance students' ability to memorize new vocabulary and examines their perceptions of two different vocabulary learning techniques.
CHAPTER IV: RESULTS AND DISCUSSION
This chapter outlines the study's findings, including test results, weekly records, and questionnaire responses, followed by an analysis and discussion based on these presentations.
The following sections present the results obtained from pre- and post-tests, daily records as well as student questionnaires.