QUANG NAM UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES. GRADUATION PAPER A STUDY ON THE USE OF GAMES IN CLASSROOM ACTIVITIES FOR FIRST-YEAR STUDENTS OF ENGLISH AT QUANG NAM UNIVERSITY Student: LE THI THUAN YEN Student code: 1117005653 MAJOR: ENGLISH Academic Course: 2007 - 2011 Supervisor: PHAM DINH TUONG, M.A Quang Nam, April 2011 ACKNOWLEDGEMENTS In the first words, I would like to express my deepest gratitude to Mr. Pham Dinh Tuong, MA, my beloved teacher and supervisor. It is him who has given me not only significant advice, whole-hearted guidance and instruction but also constant encouragement from the beginning to the end.
Without his enthusiastic supports, this study could have hardly been finished. I wish to express my great gratitude to the teachers of the Department of Foreign Languages, University of Quang Nam who took time to help me complete the questionnaires and gave me valuable suggestions for this study. 1 would like to send my special thanks to all first- year students of English at Quang Nam University for their enthusiastic cooperation in the data collection. Last but not least, I would like to sincerely thank my family and my friends of the class K07 for their help and never-ended encouragement during the process of doing this study.
Quang Nam, May 2011 Le Thi Thuan Yen _. ABSTRACT Interest in using language games as teaching and learning activities in educational contexts is on the rise .The aim of this study is to investigate the use of games in classroom activities for first-year students of English at Quang Nam University. On the basis of the data collected, at first, some types of games which are often used in classroom activities are looked into and analyzed. Then, this study deals with the students’ opinions on how a game should be conducted, and the teachers’ problems in conducting games in class.
Finally, it focuses on giving the suggestions for using games effectively as one of the classroom techniques in classroom activities. It is hoped that communicative language games will attract more attention and will be applied more widely in the classroom with more positive attitudes on the part of language teachers and learners. LIST OF TABLES AND FIGURES Table 3.1: Summary ofthe Questionnaires Design Table 4.1: Students’ experience and reactions toward using games in classroom activities Table 4. 2: Some types of games students like playing in class.
3: Students’ involvement toward using games in classroom activities Table 4.4: Students’ expectation about using games in classroom activities Table 4.5: Teachers’ reflections toward using games in classroom activities Table 4.6 : Occurrence of having games Table 4.7 : Points of time and performance of games Table 4.8 : Some types of games in class.9 : Teachers’ problems in conducting games in classroom activities Table 4.10 : Teachers’ view on using games. Figure 1:A surv y result of Students’ reactions toward using games in classroom activities. Figure 2: A survey result of Students’ preference performance of games Figure 3: A survey result of Some types of games in class. Figure 4: A survey result of Teacher’s problems in conducting games Figure5: A survey result of Teachers’ view on using games.
TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION .es es vs v es ns sne s soensanes 1 1.3 Scope of the study.5 Organization CHAPTER TWO: LITERATURE REVIEW AND THEORETICAL BACKGROUND.1 Previous related studies.1 An overview of Games.2 Types of Games.3 The Benefits of using Games in classroom activities.11 CHAPTER THREE: METHODOLOGY 3.1 Research Design and Instrumentations.3 Description of the Samples.4 Decision on Method of Data Collection 3.1 Questionnaire for students.2 Questionnaire for teachers. 18 CHAPTER FOUR: FINDINGS AND DISCUSSION.1 Students’ experience and reactions toward using games in classroom activities .2 Students’ involvement toward using games in classroom activities 4. Students’ expectation about using games in classroom activitie: 4.4 Teachers’ reflections toward using games in classroom activities 23 4.5 Teachers’ experience in using games 4.6 Teachers’ problems in conducting games in classroom activities.7 Teachers" view on using games.2 Discussion of Research questions. 31 CHAPTER FIVE: CONCLUSION — LIMITATIONS -IMPLICATIONS — SUGGESTIONS -RECOMMENDATIONS.2 Limitations of the study.3 Implications of the study 5.4 Suggestions for using games in classroom activities effectively .1 Before using games 5.2 While using games 5.5 Recommendations for the further study.
REFERENCES APPENDICES CHAPTER ONE INTRODUCTION 1.1 Rationale The process of learning a foreign language always requires various types of classroom activities involving both teacher and students, in which the students are centered and the teacher is considered as process-monitor. Good learning atmosphere and suitable approach can help the students acquire a lot in learning and practising the language skills. Using various types of games can be an alternative solution to get over some problems that may arise from the tiring and boring lessons. Games, as a matter of fact, can help and encourage many students to sustain their interest in learning.
Games can help the teachers set up situations and/or create contexts for the language inputs in such a way that no course books or language material can convey clearly and completely. Actually, the process of learning a foreign language should be fun, and therefore, using games must be a preference in teaching the four language skills. In this approach to teaching English as a foreign language, the teacher mostly plays the part of a coordinator in the process of teacher-led activities. S/he is mainly responsible for: - preparing the material on sufficient quantities, - explaining clearly what to be done, and - “checking” whether the students can follow the situations and the follow-up activities or not.
With these activities, the teacher can make the process of learning a foreign language less boring and more real-life. Moreover, in recent years, language researchers and practitioners have shifted their focus from developing individual linguistic skills to the use of language to achieve the speaker’s objectives. This new area of focus, known as communicative competence, leads language teachers to seek task- nv oriented activities that engage their students in creative language use. Games, which are task-based and have a purpose beyond the production of correct speech, serve as excellent communicative activities ( Saricoban & Metin 2000).
On the surface, the aim of all language games is for students to “use the language”; however, during game play learners also use the target language to persuade and negotiate their way to desired results. This process involves the productive and receptive skills simultaneously. I choose first-year students of English at Quang Nam university as the subject of my study for several reasons. In fact, most first year students of English have to adapt themselves to a new learning environment after making a transition from high schools to university.
Everything seems to be strange and difficult for them which may cause them to get bored and loose interest and concentration in the course of a lesson. Using a wide variety of games can be an alternative solution to handle this problem. Besides, I am studying at Quang Nam university, so it is very convenient for me to collect data. It is for these reasons , I decide to choose the topic: “A study on the use of games in classroom activities for first-year students of English at Quang Nam University”.
| also bear in mind that playing games in this case is also learning how to learn.2 Aims and Objectives 121 Aims The study is expected to give some hints for teachers of English to use games more effective and improve classroom activities. Also, it can help students of English enhance their language skills.2 Objectives The study is intended: ~ to point out some problems teachers may encounter in using games. - to show how and when games should be used. - to find out some solutions for using games effectively in classroom activities.3 Scope of the study Within the time line, the study just focuses on the use of language games mainly as a supporting tactic for improving four main English skills: listening, speaking, reading and writing.
The study only mentions the benefit of using games as a relevant point for teachers to consider. Any other games shows or games online are all beyond the scope of this study.4 Research questions The study will deal with the following questions: 1. What are some reactions and reflection of the students toward using games in classroom? 2. What types of games are often used in class room activities? 3.
What are some problems in implementing games in the classroom? 4. How do the students want games to be manipulated in classroom activities? 1.5 Organization This paper is divided into five chapters: Chapter One: “Introduction”, begins with the rationale for choosing the topic. Next are the Aims and Objectives, the Scope of the study and Research Questions. The final part of chapter one is the Organization of the study.
Chapter Two: “Literature Review”, mentions and highlights previous related studies. Also, the section will discuss the theoretical background that refers to games, the benefits of using games and some types of games in classroom activities. Chapter Three: “Methodology” deals with the method and procedure of the study. Chapter Four: “ Findings and discussions” analyzes the results from the data analysis.
This chapter gives the discussion for the findings respectively; and deals with the questions stated in Chapter One. Chapter Five: Conclusion” summarizes the findings and discussion. It also includes some limitations of the study, and makes some suggestions and recommendations for implications as well. Some issues remain unsolved will be stated in the suggestion for further study.
CHAPTER TWO LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Previous related studies Many experienced course book writers and methodology manuals have argued that games are not just time filling activities but have a great educational value. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms (1979:2). He also says that games should be treated as central not peripheral to the foreign language teaching program. A similar opinion is expressed by Richard-Amato, who believes games to be fun but warns against overlooking their pedagogical value, particularly in foreign language teaching.
According to him, “Games can lower anxiety, thus making the acquisition of input more likely” (Richard-Amato 1988:147). They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings (Hansen 1994:118). They also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Furthermore, to quote Richard-Amato, they, “ add diversion to the regular classroom activities, “ break the ice, “they are used to introduce new ideas”.
In the easy, relaxed atmosphere which is created by using games, students remember things faster and better ( Wierus and Wierus). Further support comes from Zdybiewska, who believes games to be a good way of practicing language, for they provide a model of what learner will use the language for in real life in the future. As for the role of the teacher in game implementation, Peter Watcyn-Jones - In his book “ Grammar Games and Activities for Teachers”, (Vi) confirmed that once an activity has started, students usually work independently of the teacher at their own pace. The teacher just goes round the classroom listening and monitoring their progress and only interfering or helping if absolutely necessary.
Other books relating to games and warming-up activities include: Humanising your course book by Mario Rinvolucri, Group Work by Peter Watcyn-Jones, Effective Techniques for English Conversation Groups by Julia M. Dobson, The Resourceful English Teacher by Jonathan Chandler and Mark Stone, Creating Conversation in Class by Chris Sion. For example, reporting on a study on student motivation and learning, Nemerow (1996) concludes that, “Although playing games in the classroom does not solve all of the problems with education, it can be a useful tool, one of many different methods and techniques used to involve students with their learning” (page. However, most of the above authors have told the benefits of using games in teaching only.