NATIONAL ECONOMICS UNIVERSITY FACULTY OF FOREIGN LANGUAGES DEPARTMENT OF BUSINESS ENGLISH EVALUATING THE EFFECTIVENESS OF USING ONLINE GAMES IN TEACHING ENGLISH GRAMMAR TO ELEMENTARY STUDENTS AT SPEAKOUT ENGLISH CENTER STUDENT: LE PHUONG THAO Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A NATIONAL ECONOMICS UNIVERSITY FACULTY OF FOREIGN LANGUAGES DEPARTMENT OF BUSINESS ENGLISH EVALUATING THE EFFECTIVENESS OF USING ONLINE GAMES IN TEACHING ENGLISH GRAMMAR TO ELEMENTARY STUDENTS AT SPEAKOUT ENGLISH CENTER STUDENT: LE PHUONG THAO Hanoi, March 2023 ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere gratitude to my supervisor, Mrs. Do Thi Kieu Lan, M. for her valuable time, feedback, intriguing and motivating ideas, helpful guidance, and worthwhile supervision as I worked on my thesis. I also could not have undertaken this journey without my instructor and my boss, M.
Le My Linh at SpeakOut English Center who has generously provided me with knowledge, expertise and all materials I needed for my teaching. Furthermore, this endeavor would not have been possible without the generous support of all the professors and teachers in Faculty of Foreign Language in National Economic University. I am also grateful to my classmates and my teammates, especially my colleagues working in different apartment in SpeakOut English Center, for their unconditional help, nightly feedback sessions, and moral support. In addition, I am thankful for all my students in my teaching classes, especially KC2 who have been my companions in this research.
Thanks also to the university librarians, research associates, and study participants who have influenced and inspired me. Finally, it would be remiss of me not to mention my family, particularly my parents, older sister, and best friends. Your trust in me has kept me motivated and enthusiastic throughout this process. The unconditional love and support from them are two of my biggest inspiration to accomplish this study.
I also want to thank my little nephew for all the entertainment and emotional support. Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A TABLE OF CONTENTS ACKNOWLEDGEMENTTS. cọ HH HH HH 01 0000500368600805816050010306 i TABLE OF CONTENTS.ccccsssssssssssssssssssssssssssscssssssssssesssssessssssssssssessssseseess ii LIST OF ABBREYVIA TIONNS. cọ HH H000 0080006000050 M LIST OF FIGURES.
0000 0400040080500400000001010000080 vii CHAPTER I: INTRODUCTION. BACKGROUND OF THE RESEA RCH. PURPOSES OF THE RESEARCH .----- << c<<css°<sesssssee 4 TIT. SH HHY 0111660580166 05 06 5 HH.
SCOPE OF THE RESEARCHH. STRUCTURE OF THE RESEARCH .-----< 55555 << s°sessesess 6 CHAPTER IT: LITERATURE REV LIỀN. OVERVIEW OF KEY TERME. ng TH TH TH TH HH HH TT TH nh 7 1.-- 5 «+ 3 1 9 vn ng ng rưkt 7 1.
Grammar teaching approaceS. GAMES IN GRAMMAR TEACHING ue ececceeeeeceeeseteeneeneteenees 8 2. Definition Of ØaIT6S.- --- 5 + + kg nh nh 8 2. IMPORTANCE OF USING GAMES IN LANGUAGE LEARNING 9 2.
Motivation for learners .-- «6 + 3 1 vn ng re 9 2. Providing practical and meaningful confexXt. Encouraging students’ collaboration toward a specific goal. Effectiveness of using games in grammar learning and teaching 11 li Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A 2.
CLASSIFICATION OF GAMES. PROCESS OF APPLYING GAMES IN LESSON EFFECTIVELY 14 2.- cv ng ng vrry 14 2. Overview Of KalhhOOÏ. History and develOpDIm€TiI.
OVERVIEW OF SPEAKOUT ENGLISH CENTER. HISTORY AND DEVELOPMENT OF SPEAKOUT ENGLISH CENTER aaiiaẳaiẳiỎỎỎỐ=Ỷ. History of SpeakOut English CenIer.-- 5 eee cs+csseesess 18 1. TRAINING PROCEDURE IN SPEAKOUT ENGLISH CENTER.
LEARNERS AT SPEAKOUT ENGLISH CENTER .-- -- 19 IHI THE MODEL OF EVALUATING EFFECTIVENESS -— KIRKPA TRICK MODEL (1996) .ce- << 5555555555555 5E s5°se ssese 20 IV. RESEARCH GA PS.-- nọ HH HH 0 0400800004000800008 00 23 CHAPTER IIT: RESEARCH METHODOLOGY.c< <5 cscc5sc5s°sse 26 I.- Ăn nen S111 5e ssae 27 III. c5 S2 00160050956 30 CHAPTER 4: FINDINGS AND DISCUSSIONS.ceeĂeSSĂSSSSeeeseeseee 33 I. DEMOGRAPHIC PROFILE OF RESPONDENTS .-- --- 5 5 +25 E11 vn nh ng tư nư 35 1.
TH nh HH HH rưy 38 1. ENGAGEMENT OF SHY STUDENTS. c2 c<ce+ 39 iii Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A 1. DISCUSSION WITH TEACHER DURING APPLICATION TIME 39 2.
EFFECTIVENESS EVALUATION THROUGH SATISFACTION LEVEL AND GRAMMATICAL RESULTS.- -- cv HH HH như, 42 2.-- Ăn HH HH HH ngư, 44 2. LEVEL 3: BEHAVIOR & LEVEL 4: RESULTS. Effectiveness level of using kahoot! In teaching English grammar or elementary students at SpeakOut English cenfer. FOR STUDENTS IN SPEAKOUT ENGLISH CENTER.
FOR TEACHERS AND EDUCATORS. FOR SPEAKOUT ENGLISH CENTER. DIFFICULTIES DURING THE RESEARCH. --‹- 50 ONLINE GAMES FOR TEACHING1.
ecccccceeeseseeceeceeceeeeseeeeeseeseeseens 52 CHAPTER 5: CONCLUSIONN. on HH HH 00050 050050010 0556 54 I. LIMITATIONS OF THE RESEARCH AND RECOMMENDATIONS FOR FUTURE RESEARCHERS .cccsssssssssssscssssssssssscsssscsssssssscsssssssessesssssssssssscsscssassessessessesssessesseseess 60 iv Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A LIST OF ABBREVIATIONS Abbreviations Equivalent 1 CEFR Common European Framework of Reference for Languages English as a Foreign Language KC2 Kid Class 2 MOET Ministry of Education and Training NO1, NO7.07 Observation Personal Communication Service Doctor of Philosophy 10 Questionnaire Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A LIST OF FIGURES Figure 1: The fee to update Kahoot! in Vietnam.< 55s <sss<ssss 16 Figure 2: The ready-to-use sources Of Kahoot!.cscccsscscsscscsessccssssceseeees 17 Figure 3: Kirkpatrick Evaluation Model .ccsccssssssssesssscsscccsscsssceesecees 21 Figure 4: Demographic profile of grade 4 students in Mover class 1. 33 Figure 5: Data analysis of student engagement in Kahoot! during the SLAM IMatical LESSONS .sccssscsssscsssscsssscsssccssccsssscsssscssscsssssssssssssssssssssssssssssseeees 36 Figure 6: Data analysis of satisfaction level of students with the application Of Kaho0t! ú.0 401 0090098090090 40 Figure 7: The overview site of the game for CF€AÝOT.<< 5< ss<ss<s<es 47 Figure 8: The editing site for Creator.
09 08886896 48 Figure 9: Preview Of a Game SCT€NN.9905 05089686 48 Figure 10: Game modes in KiahOO(ÊỲ.--< 55-5 5 5 5< 9s 999 9589 85655 49 VI Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A ABSTRACT Teaching and learning grammar are usually considered difficult and not interesting. It is therefore critical for teachers to find an appropriate way of teaching which is fun and effective. This paper mainly concentrated on evaluating the effectiveness of the method of using online games in teaching English grammar. First, key concepts of grammar are provided including definition and grammar teaching approaches.
Second, games are explored in four main perspectives which are definition, effectiveness, classifications and suggestions of how to use effectively. It concluded with recommendations for teachers to prepare and apply appropriately the games in their grammar teaching, especially in this technology-driven era when the application of IT is considered as a prominent part of the education. This brings out a challenge to the researcher’s class, specifically in SpeakOut English Center. In order to address this issue, an introduction to about an innovation called “clicker” (Lantz, 2010) impacting on the level of student’s engagement and evaluate its effectiveness in teaching English grammar.
Key words: effectiveness, online games, teaching English grammar, elementary students. vil CHAPTER I: INTRODUCTION I. BACKGROUND OF THE RESEARCH In the 21st century, there is a need for everyone to keep up to date with the most recent trends and advances by taking advantage of the available modern resources. In order to enhance the innovative changes, it is essential to have a common language as a mean of communication for people globally to communicate and understand others.
It is undeniable that English nowadays is the global language and widely used in most of the professions and in most of the nations around the world among thousand languages. According to Niyozova Aziza Ilysovna (2020), “English is the language of science, of aviation, computers, diplomacy, and tourism” and “67 countries have English as their official language and there are 27 countries that have English as their secondary official language.” Thus, as a result of global integration and technological development, English has started to be widely studied and taught in various countries. “It is hardly surprising, then, that more teaching hours are devoted to English in the classrooms of the world than to any other subject of the curriculum. Vietnam is not an exception.
In this technology driven world, it is necessary to learn English — the global language. In Vietnam, English is an increasingly important language for business, education, and everyday life. With the rise of global communication and the widespread use of English, many people in Vietnam are taking English classes and participating in fellowships and exchanges to improve their English proficiency. After being a member of WTO, there is a compulsory demand for Vietnamese labor to use English in their professions.
The importance of English nowadays is undeniable that studying this language is a compulsory subject at every school in Vietnam. Focusing on providing practical and efficient English lessons to students, Vietnamese English schools often integrate techniques such as audio-visual learning, language exchange, and online/virtual classes. This allows students to gain a more in-depth understanding of English in a fun and engaging way. However, the application of traditional English teaching program in most schools, from primary to university, is low effective.
According to Vietnam Education News (2022), many Vietnamese students after 7 years of studying English from Elementary level are not able to Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A understand and communicate in this language. Various recent research illustrates that after completing secondary school, the only comprehension that can be absorbed by students is a few basic information such as name, age or family. Additionally, as cited in Vietnam Industry and Trade news, the learners nowadays are the center of education who have to consider their learning process personally such as instructors, methods, programs and time. Therefore, modern Vietnamese educators need update latest technological application in their teaching in order to motivate and inspire learners.
The educational apps or website are the supporting tools as “virtual experts” creating more opportunities for learners to approach academic resources and reach for their studying goals easily. Therefore, there is no doubt that the investigation of new teaching English methods to young learners is considered as a prominent field for many international educators and game is one of the most vital elements in any language course. According to Ibrahim (2016), “games are one of the best ways to direct young learner’s energy not only to learning grammar but also to many skills and areas of the language” (p. In Vietnam, Associate professor Ph.
Nguyen Thi Hoang Yen, Vice President of Vietnam Institute of Educational Sciences stated that the application of online games in education will increase the educational effectiveness and raise interests from students. The virtual images and actual interaction in online games will avoid the triteness of traditional methods and giving learners more stimulation during the lessons. This paper mainly concentrated on the method of using online games in teaching English grammar. Worldwide students are concentrating on learning four macro-skills including speaking, listening, reading and writing which might ensure them to have a smooth communication in various contexts.
However, it is essential to acknowledge that the main bridge which connects all words and sentences together is grammar. As Batstone (1994) emphasized that “language without grammar would certainly leave us seriously handicapped” (p. Generally, many studies have agreed to include games as one of the vital elements in grammar teaching. Phillips (1993) defines “young learners’ as children between five or six years old to eleven or twelve years of age.
It is natural that they are motivated unconsciously by fun and interesting things rather than a conscious certain learning target. Games can help make educational content more intriguing and fun and can allow students to practice and develop skills in a safe and low-stress environment. Educational online games can also help build collaboration, personalize learning, and provide Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A real-time feedback. These games can open new opportunities to provide unique learning experiences for students.
Lewis and Bedson (1999) have mentioned this idea about the additional variety of games in a lesson which can gain motivation of children by encouraging them to use the target language.