THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DUONG QUYNH NGA USING LANGUAGE GAMES TO INCREASE MOTIVATION IN ENGLISH SPEAKING CLASS FOR GRADE-8 STUDENTS AT NGUYEN BINH KHIEM BOARDING SCHOOL M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN - 2023 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DUONG QUYNH NGA USING LANGUAGE GAMES TO INCREASE MOTIVATION IN ENGLISH SPEAKING CLASS FOR GRADE-8 STUDENTS AT NGUYEN BINH KHIEM BOARDING SCHOOL M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: LE THI THU HUONG, Ph.D THAI NGUYEN - 2023 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ DƯƠNG QUỲNH NGA SỬ DỤNG TRÒ CHƠI NGÔN NGỮ ĐỂ NÂNG CAO ĐỘNG LỰC TRONG CÁC GIỜ HỌC NÓI TIẾNG ANH CHO HỌC SINH LỚP 8 TRƯỜNG PTDT NỘI TRÚ NGUYỄN BỈNH KHIÊM LUẬN VĂN THẠC SĨ (Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán bộ hướng dẫn: TS. Lê Thị Thu Hương THÁI NGUYÊN - 2023 DECLARATION I hereby declare that this thesis (Using language games to increase motivation in English speaking class for grade-8 students at Nguyen Binh Khiem boarding school) is my own work. I have read, researched, translated documents, and synthesized knowledge to make this thesis and make sure not to copy it anywhere. The theories in the thesis are used the same material as I have referenced in the reference section already in the thesis.
All data in the thesis are guaranteed to be truthful and have not been published in any other research work. Thai Nguyen, March, 2023 Approved by Author’s signature SUPERVISOR Le Thi Thu Huong, Ph. Duong Quynh Nga i ACKNOWLEDGEMENTS First of all, I would like to thank my thesis advisor - Dr. Le Thi Thu Huong - My direct instructor.
Thank you that the door to your office is always open when I run into trouble or have questions about my research problem. The teacher always allowed me to freely express my views and gave me comments and suggestions, leading me in the right direction during my research and implementation of my master's thesis. I would also like to thank the teachers in the Faculty of Foreign Languages - Thai Nguyen School of Foreign Languages for imparting to me in- depth specialized knowledge during my study period so that I have a great supporting knowledge base for my students. I am in the process of doing my master's thesis.
Finally, I would like to thank my family and friends for their continued support and encouragement throughout my years of study and through the research and writing of this thesis. This achievement would not have been possible without them. Sincerely! ii ABSTRACT The article presents findings of a recent study which investigated language games to increase motivation in English speaking class for grade 8 students at Nguyen Binh Khiem boarding school. Language games were applied for 12 weeks during the English lessons of grade 8 class with 40 students.
Two survey questionnaires, class observation and interview were used to collect data for analysis. Results of the study showed that students’ motivation for learning speaking was much improved with the employment of frequent language games in the teaching and learning process. Most students found language games make speaking lessons more enjoyable and more fun. Especially, language games can help to create more chances and more talking time for students.
They felt more relaxed and enjoyable in learning speaking; while their level of anxiety was lowered, their confidence was enhanced when language games were integrated in their class sessions. Keyword: Language games, motivation, English speaking skills, grade 8 students. iii TABLE OF CONTENTS Table of Contents DECLARATION. III TABLE OF CONTENTS .IV LIST OF TABLES.
VII LIST OF FIGURES. VIII LIST OF ABBREVIATIONS. Scope of the study. Method of the study.
The significance of the study. Design of the thesis. Definition of speaking. The importance of speaking.
Definitions of motivation. Types of motivation. The role of motivation in foreign language learning. Methods to enhance motivation in learning.
Concept of language games. Benefits of using language games. Main types of language games. The data collection instrument.
Procedures and methods of data collection. Scoring and healthy competition. Participation of learners .3 Noughts and Crosses (Unit 5: New development). Pre-speaking stage.
RESULTS AND DISCUSSIONS. The positive factors and the challenges of using games in speaking lessons45 4. The current situation in the teaching of English speaking for grade 8 students at Nguyen Binh Khiem Boarding School. The kinds of games could be used to increase students’ speaking motivation.
How students’ motivation was improved after they are engaged in language games in speaking classes. I APPENDIX 2: POST-QUESTIONNAIRE .IV APPENDIX 3: INTERVIEW QUESTIONS .VI APPENDIX 4: TEACHER’S OBSERVATION SHEET. VII vi LIST OF TABLES TABLE 4.1: STUDENTS’ ATTITUDES TOWARDS ENGLISH LEARNING .2: STUDENTS’ ATTITUDES AND PERSPECTIVES TOWARDS SPEAKING LESSONS .3: STUDENTS’ PREFERENCES OF TEACHER’S TECHNIQUES EXPLOITED IN SPEAKING CLASSES.4: CURRENT METHODS AND TECHNIQUES APPLIED TO TEACH SPEAKING SKILLS. CURRENT IMPLEMENTATIONS TO ENCOURAGE STUDENTS TO SPEAK ENGLISH .6: STUDENTS’ FEELING AND ATTITUDES TOWARDS LANGUAGE GAMES EXPLOITED BY THE TEACHER.
STUDENTS’ EVALUATION OF THE USE OF LANGUAGE GAMES IN SPEAKING CLASSES. STUDENTS’ EXPECTATIONS TO THE TEACHER WHEN USING GAMES IN SPEAKING LESSONS. 42 vii LIST OF FIGURES Figure 4. Students’ attitudes toward language games .2: The frequency of using language games.
43 viii LIST OF ABBREVIATIONS ARSC Attention, relevance, satisfaction, confident CIS Course Interest Survey CLT Communicative language teaching EFL English as a Foreign Language ESL English as a Second Language IMMS Instructional Materials Motivation Survey L2 Second Language ix CHAPTER 1. INTRODUCTION This chapter presents the rationale for conducting the study a longing with its aims, research questions, methods, significance, and design. Rationale With its underlying foundation, language is just a means of inter-person communication. This occurs whenever using the language becomes necessary, every time you read, or you are having a discussion with the other people.
When you watch a movie, you are in communication with all the performers, directors, screenwriters, and other individuals who contributed to its creation. Even when you speak to yourself, you are communicating with several aspects of yourself. One could say that as life progresses, this language has become increasingly engrained in every facet of our existence. The importance of English in the modern, globalized world cannot be disputed.
The number of people learning English has substantially increased during the last few decades. It was found that local secondary school students still lack all four skills listening, speaking, reading, and writing. Especially in speaking skills, they seem to be afraid of speaking English in class due to various reasons such as shyness, reticence, and fear of laughter when they say it wrong. Moreover, the number of students spares teachers little time to check and practice speaking skills for all students.
Hence, a good organization of speaking practice will help both teachers and students overcome these limitations. Teaching and learning English requires learners to have certain components such as social knowledge, aptitude for learning foreign languages, ability to perceive languages, intelligence, agility, thinking, logical reasoning, and persistence. However, successful English learning does not depend solely on the effort of the students but also depends greatly on the level and ability of the teacher to impart. In order to successfully conduct an English lesson in class, the teachers’ application of teaching methods and art plays a very important role.
For students to quickly absorb knowledge, deepen and apply it well, as well as develop skills, and form quick reflexes, creating a foreign language environment in the classroom is very important. It requires teachers to make an ideal English environment in speaking classes. 1 The researcher has found that the use of language games is one of the most effective methods of teaching language and teaching English is not an exception. The researcher strongly believed that games can help teachers to create contexts in which the language is useful and meaningful.
It can be realized that the common tendency of these methodology writers is that teachers should be more active in using classroom activities to help students recycle lexical items. One of the most recommended activities is games. For students, games are highly motivating, competitive, and fun. All the above-mentioned reasons and factors have inspired the writer to conduct the research titled: “Using language games to increase motivation in English speaking class for grade-8 students at Nguyen Binh Khiem boarding school”.
Research aims The English instructional games are also expected to improve the students’ speaking ability in exciting ways. In general, the study is intended to find suitable English instructional games to teach speaking and to explain the students’ responses to the English instructional games to teach speaking. The aim of this research is to investigate the use of language games to increase motivation in English speaking class for grade-8 students at Nguyen Binh Khiem boarding school. The research objectives consist of a) investigating the current situation of teaching English speaking to grade-8 students at Nguyen Binh Khiem Boarding School; (b) finding out the kinds of games that can be used to increase students’ speaking motivation; c) determining how the students’ motivation were improved after they were engaged in games in speaking classes.
Research questions To achieve the above aim, the research was expected to find the answers to the following research questions: 1) What is the current situation of teaching English speaking to grade-8 students at Nguyen Binh Khiem Boarding School? 2) How is student’ motivation improved after they are engaged in games in speaking classes? 2 1. Scope of the study The study focuses specifically on using games in teaching speaking to the 40 grade-8 students at Nguyen Binh Khiem Boarding School in Vo Thai, Thai Nguyen. The study limits itself to teaching and learning speaking only, and the participants of the study are 40 students from grade 8 studying the “English 8” textbook at Nguyen Binh Khiem Boarding School. Method of the study This is action research with the participants of the 40 grade-8 students at Nguyen Binh Khiem Boarding School in Vo Nhai, Thai Nguyen.
The purpose of this thesis is to conduct action research to tackle the problems of their low motivation in learning vocabulary through the use of language games for duration of 3 lessons. The whole process of the research was divided into five steps: + surveying + implementation + observing + reflecting on progress. The methods used were: Quantitative as well as qualitative research, classroom observation, survey questionnaires, and semi-structured interviews. The significance of the study The study has practical and significant implications for the use of language games as an active teaching strategy with a learner-centered focus.
Each player must interact with one another and hold group discussions with one another in order to determine the game's outcome. As a result, the player must utilize language to fill in the gaps and convey the information required to win the game. This research not only helps the 40 grade-8 students at Nguyen Binh Khiem Boarding School in Vo Nhai, Thai Nguyen improve their interest and motivation in speaking and using English, but also helps teachers find different effective ways to teach speaking skill. The study also serves as a personal assessment of whether or not the essay paper will be an important source for future students' research project.
Design of the thesis This thesis consists of five parts: 3 Chapter 1: Introduction - presents the rationale for conducting the study a longing with its aims, research questions, methods, significance, and design. Chapter 2: Literature Review - conceptualizes the framework of the study including the key concepts. A brief overview of the related studies is also provided. Chapter 3: Research methodology - presents the context and the methodology used in this study including the objects, data collection instruments, data collection procedure, and analysis.