VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCE AND HUMANITIES FALCUTY OF ENGLISH LINGUISTICS AND LITERATURE THE EFFECTS OF CLASSROOM USE OF KAHOOT! ON STUDENTS’ LEARNING OF GRAMMAR AT CEFALT A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL BY NGUYEN HOANG DIEU VY Supervised by BUI THI THUC QUYEN, Ph.D HO CHI MINH CITY, SEPTEMBER 2021 ACKNOWLEDGEMENTS I would like to express my profound gratitude to my supervisor, Dr. Bui Thi Thuc Quyen, for her continuous support, encouragement, and valuable advice on my thesis writing. Without her recommendations and constructive comments, I would never have been able to complete my thesis. Secondly, I would also like to express my heartfelt thanks to my colleagues and friends, especially Khanh Van and Lan Huong, for always being supportive and providing me with excellent advice.
Last but not least, I dedicate this thesis to my family, who have been beside me through ups and downs, giving me plenty of supports and encouragements. Without the presence of my family, especially my mom, I would never have been where I am today. I STATEMENT OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: THE EFFECTS OF CLASSROOM USE OF KAHOOT! ON STUDENTS’ LEARNING OF GRAMMAR AT CEFALT. In terms of the statement of the requirements for the Thesis in Master’s program issued by the Higher Degree Committee.
This thesis has not been submitted for the award of any degree or diploma in any other institution. Ho Chi Minh City, September 2021 Nguyễn Hoàng Diệu Vy II RETENTION AND USE OF THE THESIS I hereby state that I, Nguyễn Hoàng Diệu Vy, being the candidate for the degree of Master in TESOL, accept the requirements of University relating to the retention and use of Master’s Thesis deposited in the library. In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan, or reproduction of the thesis. Ho Chi Minh City, September 2021 III TABLE OF CONTENTS ACKNOWLEDGEMENTS……………………………………………………I STATEMENT OF ORIGINALITY………………………………………….II RETENTION AND USE OF THE THESIS……………………………….III TABLE OF CONTENTS.IV LIST OF ABBREVIATIONS .IX LIST OF TABLES…………………………………………………………….X LIST OF CHARTS………………………………………………………….
Background to the study∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙1 1. Statement of problem ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙2 1. Aim of the study ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙3 1. Scope of the study ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙3 1.
Significance of the study ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙4 1. Organization of the study ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙5 CHAPTER 2. Learning English grammar ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙6 2. Learning Grammar strategies ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙6 2.
The role of students’ attitude in grammar learning ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙10 2. Games in language learning ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙11 2. Types of games in language learning ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙11 2. Gamification – Game-based learning∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙12 2.
Using Kahoot! in Grammar learning∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙13 2. Definition of Kahoot!∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙13 2.2 The advantages of using Kahoot! for students’ learning in the classroom ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙14 2. Conceptual Framework ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙16 CHAPTER 3. Questionnaire on students’ attitude towards learning Grammar with Kahoot! in class∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙21 3.
Design and construct of the questionnaire……………………22 3. Reliability of the questionnaire………………………………25 3. Grammar achievement tests∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙25 3. Grammar achievement test validity and reliability……….
Teaching procedure and materials. Grammar achievement test analysis∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙31 3. Likert-scale Questionnaire analysis ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙32 CHAPTER 4. FINDINGS AND DISCUSSION∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙33 VI 4.1 Effectiveness of Kahoot! on students’ achievement of Grammar.
Independent t-test results ……………………………………………. Results from pre- test ……………………………………………. Results from post- test……………………………………. Paired sample t-test results…………………………………….
Students’ attitudes towards the application of Kahoot! in grammar lessons. Students’ attitude towards the application of Kahoot! in Grammar lessons………………………………………………………………………. Students’ opinions on the use of Kahoot! ………………………48 4. CONCLUSION AND RECOMMENDATIONS…………….
Implications for English teachers…………………………………. Implications for students……………………………………………56 VII 5. Implications for the language center………………………………. Recommendations for future studies……………………………………….59 APPENDICES∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙68 Appendix 1: QUESTIONNAIRE FOR STUDENTS’ ATTITUDE TOWARDS THE USE OF KAHOOT! .68 Appendix 2: QUESTIONNAIRE FOR STUDENTS’ ATTITUDE TOWARDS THE USE OF KAHOOT! (Vietnamese version).71 Appendix 3: GENERAL ENGLISH TEST – PRE TEST∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙74 Appendix 4: PROGRESS TEST – POST TEST∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙77 Appendix 5: LESSON PLANS FOR CONTROL GROUP ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙80 Appendix 6: LESSON PLANS FOR THE EXPERIMENTAL GROUP ∙∙∙∙∙∙∙∙∙∙∙∙89 Appendix 7: COMPARISON OF LESSON PLANS FOR THE CONTROL AND EXPERIMENTAL GROUP∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙99 VIII LIST OF ABBREVIATIONS CEFALT Center for foreign affair and languages training in Ho Chi Minh EFL English as a foreign language L1 First language L2 Second language CG Control group EG Experimental group SPSS Statistical Package for the Social Sciences GE General English GE4 General English level 4 IX LIST OF TABLES Table 2.
Pawlak (2017)’s specific grammar learning strategies. Jabbar & Felicia (2015)’s learning outcomes description. Summary of previous studies. Participants of the study.
Summary of questionnaire on students’ attitude towards the application of Kahoot!. Cronbach’s Alpha value for the questionnaire. General English test – Pre-test. Progress test – Post-test.
Pre and post test scores of the Control group. Pre and post test scores of the Experimental group. Statistical results from the pre-tests of the control and experimental group. Independent t-test result for the pre-test in control and experimental group.
Statistical results from the post-tests of the control and experimental group. Independent t-test result for the post-test in control and experimental group. Statistical results from the pre-test and post-test of the control and experimental groups. Overall result from the paired sample t- test.
Students’ beliefs and thoughts about Kahoot! activities. Students’ feelings about the use of Kahoot! in grammar lessons. Students’ behaviors in the grammar lessons with Kahoot! application. Reasons behind students’ preferences for using Kahoot! in Grammar learning……………………………………………………………… 48 Table 4.
Reasons behind students’ disfavor for the use of Kahoot! in Grammar learning ……………………………………………………………… 49 XI LIST OF CHART Chart 4. Experimental group - students’ age. Experimental group - students’ gender .Experimental group - students’ years of learning English grammar. Students’ opinion on future use of Kahoot! in class .50 XII ABSTRACT Game-based learning systems, such as Kahoot!, are currently being used widely in the classrooms around the world.
Many studies have been conducted to focus on gamification in both Western countries and Vietnamese context. However, these studies focus more on the use of Kahoot! and other game-based learning systems as a source of motivation to help students actively engage in the classroom. Not many studies have been done on the extent to which game-based learning could improve students’ achievement of the language. This research studied the effectiveness of using Kahoot! in classroom context for Vietnamese learners at an English center.
The study focused on students’ cognitive learning outcomes, which could be seen from the significant differences in the grammar achievement scores between the control and experimental group. Thus, the students’ attitude towards learning grammar with Kahoot! in class was also revealed. In order to achieve the objectives of the study, a quasi-experiment design including a questionnaire survey and pre- test-post-test activities after the teaching experiment in the classrooms was applied. After learning grammar with the application of Kahoot! in class, students from the experimental group also showed positive results regarding all three components of the attitude – cognition, affect and behavior, and gave good feedback about Kahoot!.
With the findings from the study, implications for both students and teachers, as well as the recommendations for future research on game-based learning were suggested. Key words : Kahoot!, game-based learning systems, grammar. XIII CHAPTER 1 INTRODUCTION This chapter provides an overview of the study. In this chapter, there are seven main parts: (1) Background to the study, (2) Statement of problem, (3) Aim of the study, (4) Research questions, (5) Scope of the study, (6) Significance of the study and (7) Organization of the study.1 Background to the study.
Students’ academic performances can be affected by such factors as their engagement, concentration in the classroom and interest in studying the subjects (Prince, 2004). Moreover, research has shown that students who work more actively in class and participate in the learning process would benefit more than the passive ones (Murray and Lang, 1997). Therefore, this topic has been taken into consideration carefully during the decades. For this reason, there were many solutions to improve students’ interest and engagement in the classroom proven to be effective, such as using visual aids (Nguyen, 2019), multimedia (Phan, 2007); effective instruction and presentation of the lessons (Steinert & Snell, 1999), game-based learning system (Le, 2018) and more.
Among these solutions, technology is used frequently in classrooms to enhance students’ learning experiences and improve their academic achievements as the students in big cities are familiar with it (Wang, 2013). Technology innovations are favored in the classroom by both teachers and students. Therefore, game-based learning systems have become popular over the decade as they bring motivation and engagement to the classrooms (Caldwell, 2007). Kahoot! is one of the most famous game-based learning systems currently being used widely in classrooms around the world, in about more than 200 countries (Vick, 2019).
Game-based learning systems, such as Kahoot!, help with raising concentration and motivation in classroom activities, which would lead to better learning results. Research has been conducted on how Kahoot! affect students in many aspects of language learning such as Reading, Vocabulary and Grammar. In general, 1 it was proven to show positive effects in all these contexts, especially with grammar and vocabulary lessons (Yu, 2021; Tasa, 2020). Acquiring a foreign language is surely not only about learning grammar.
Grammar has long been an uneasy aspect in English teaching and learning for both teachers and students despite its undeniable importance as it “organizes language structures and makes a language understandable for a learner” (Bowen & Mark, 1994). In spite of its importance and being focused in the classrooms, many students admitted that it was a difficult aspect to learn and apply in other productive skills such as speaking and writing (Bretag et al. Moreover, students found grammar lessons as something boring and tiresome to study (Nguyen, 2019). Hence, gaining students’ attention and engagement in class would be an effective way to help improve their achievement of grammar.
Applying Kahoot! in the classroom for grammar lessons has been considered to provide classroom knowledge successfully in Western contexts and there were some studies on the use of Kahoot! in Vietnamese context, too. In order to shed lights on the field of using game-based learning in Vietnamese context, the study was conducted to see to what extent Kahoot! could help Vietnamese students improve grammar achievements in the classroom, as well as how the students felt about the use of Kahoot!.2 Statement of problem Adult students enrolling in a course at an English center have spent a lot of time learning English grammar. However, after years of learning, they could not use them precisely and confidently, resulting in the demotivation to study Grammar and the expectations to improve other productive skills like Speaking and Writing, rather than perfect their Grammar. Thus, teachers have tried applying different approaches to encourage adult learners to study Grammar.
In order to engage students in classroom activities, games have been used to make learning environment more comfortable and exciting. For this reason, many game-based learning activities have been designed and made available for teachers to use in the classroom. 2 Kahoot! is one of the game-based learning tool that is free and user-friendly and could be applied in the classrooms to help with increasing students’ interest in participating in grammar learning activities. With the assistance of games in the classroom, students can both study and enjoy at the same time.3 Aim of the study This study does not aim at stating that using Kahoot! or game-based learning systems is the best way to help students learn grammar, but at finding an effective tool for grammar teaching and learning, and promoting its application in the classrooms in Vietnam.
Besides, the main purpose is to examine the effectiveness of Kahoot! in Grammar lessons to improve students’ academic achievements. The aims of this study are as followed: (1) To examine the effects of Kahoot! on students’ grammar achievements.