i

ACKNOWLEDGEMENTS

I would like to express my gratitude to a number of people who have helped, advised and

supported me in doing my research paper.

First and foremost, I would like to extend my sincerest thanks to Ms. Phan Thi Hoa, my

supervisor, for her valuable guidance, ever-enthusiasm, responsibility and encouragement.

Thanks to her critical feedbacks, invaluable suggestions and useful reference during the

research process could I complete my study.

I am gratefully indebted to the teaching staff of Department of Basic Science for their

valuable lectures which laid the foundation for this study and their constant assistance,

encouragement as well as their helps in answering my questionnaires.

My thanks also go to the first year non-English major students in College of Sciences

where my surveys were carried out.

Last but not least, my heartfelt thanks to my family and friends whose direct or indirect

support helped me complete my thesis in time.

ABSTRACT

In recent years, English has become a compulsory subject in most Vietnamese schools and

universities. A mass of supplementary exercise books, grammar books, and other learning

materials have been compiled to help students study English better. Many scholars have

involved in the discussion of the methods of teaching English to non-English major EFL

students in Vietnam. Among the methods, language games are highly appreciated as useful

ways to help students to learn English better, especially to improve speaking skills. In fact, the

roles of language games, in general, have not been fully grasped by most teachers and

students. Some of their drawbacks have prevented teachers from using them more often. Are

the attitudes of teachers in compared with one of the students towards the effectiveness and

importance of language games similar? How to run language games in class effectively and

what should they do before introducing games? Being aware of these problems, we have tried

to choose the topics to make use of the advantages of the English language games and

especially for speaking skill development. To be successful with the games, however, teachers

should be sure to control and organize the class well with their appropriate techniques. To help

teachers handle language games better, the study will also give some basic steps to use them in

class, with the role of teachers in some types of language games. To know the attitudes of the

teachers and students towards games as well as the problems of game use, questionnaires and

class observation will be both employed. Finally, this study points out that a slight shift of

using language games for the first year non- English major EFL students should be put into

practice, especially to teach speaking English skills.

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TABLE OF CONTENTS PageAcknowledgements……………………………………………………………........................iAbstract……………………………………………………………………................................ii Table of contents………………………………………………………………........................iii List of figures and tables……………………………………………………………………….viChapter 1: INTRODUCTION1.1 Statement of the problem and rationale for the study…………………..............................81.2 Objectives of the study…………………………………………………………………...111.3 Scopes of the study……………………………………………………………..………...111.4 Methods of the study…………………………………………………………..……........11

1.5 Design of the study……………………………………………………………………….12

Chapter 2: LITERATURE REVIEW2.1 Introduction………………………………………………………………..……………...132.2 Language games……………………………………………………………..…………...132.2.1 Definitions of language games…………………………………………..…………….132.2.2 The role of language games…………………………………………………….…......152.2.2.1 Language games create high motivation in learning...…………………………....152.2.2.2 Language games create a pleasant environment and can be used to change the pace

of lesson……………………………………………….………………….……….172.2.2.3 Language games can increase student-student communication, completion and

promote active, student-centered learning………………………………………...182.2.3 The drawbacks of language games…………………………………….……………...192.2.4 When to use games in language teaching……………………………………….…….202.3 Some types of language games……………………………………………..……………..202.4 Organizing language games in class……………………………………..……………….232.4.1 Preparation…………………………………………………………………….………232.4.2 Presentation………………………………………………………………..…………..232.4.3 Game-playing stage……………………………………………………………….…..242.4.4 Post-playing games…………………………………………………………….……...242.5 The roles of teachers in communication games…………………………………...……..24

Chapter 3: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

3.1 Overview of the study process……………………………………………………..…….263.1.1 Objectives of the study…………………………………………………………..…….263.1.2 Subjects……………………………………………………………………….……….273.1.3 Methodology……………………………………………………………….………….273.1.3.1 Teacher group survey………………………………………………….…………..283.1.3.2 Student questionnaire survey………………………………………...….………...283.1.3.3 Class observation……………………………………………………...….……….293.1.4 Procedures………………………………………………………………...…...………293.2 Presentation and analysis………………………………………………………………….303.2.1 Data collection and analysis of the findings from the teachers group survey……..….303.2.1.1 The situation of using language games in the teaching process…………………..303.2.1.2 The attitude of teachers towards the use of language games in teaching speaking

process……………………………………………………………………………..313.2.1.3 The purpose of using language games in teaching process…………………….…323.2.1.4 The frequency of using language games in teaching speaking process…………...343.2.1.5 The effectiveness of using language games in teaching speaking process…......…353.2.1.6 The importance of using language games in teaching speaking process………….36 3.2.1.7 The attitudes and feelings of students towards language games…………………..37 3.2.1.8 The difficulties in using language games in class……………………..…………..373.2.1.9 The advantages of using language games in lessons……………………..……….383.2.1.10 The time when language games are used in class and how long it takes………….393.2.1.11 The works of teachers before introducing language games to students…………...413.2.2 Data collection and analysis of the findings from student questionnaire survey......….423.2.2.1 Background of the students involved in the survey……………………………….423.2.2.2 The exposure of students towards language games………………………….……443.2.2.3 The advantages of using language games on students…………………………….453.2.2.4 The attitudes and feelings of students towards language games…………………..483.2.2.5 The time when language games can be played…………………………………....543.2.2.6 The information about how often teachers use visual aids………………………..553.2.2.7 The number of using language games in class………………………………….…553.2.2.8 The types of language games students like best…………………………………..563.2.2.9 The opinions of students about what their teachers should do in class…………...573.2.2.10 The importance of using language games in learning speaking skills on students..573.2.3 Analysis of the findings from class observation…………………………….………...583.2.3.1 Class observation reports……………………………………………..…...………583.2.3.1.1 Class observation report 1…………………………………………………….…...593.2.3.1.2 Class observation report 2…………………………………………………………59

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3.2.3.1.3 Class observation report 3…………………………………………………………603.2.3.2 The result of observation………………………………………………...………….613.2.3.2.1 The first comparison between lessons in the same class………………………….613.2.3.2.2 The second comparison between classes with the same lesson…………………...623.3 Interpretation of findings…………………………………………………………….643.3.1 Some advantages of findings on the use of language games…………………………643.3.2 Some obstacles and difficulties………………………………………………….……65

Chapter 4: CONCLUSION AND RECOMMENDATIONS4.1 Conclusion of the study…………………………………………….…………………….674.2 Recommendations…………………………………………………………………...……684.2.1 Some suggestions for language teachers at College Sciences………………………...684.2.2 Hints and suggestions for using language games on teaching speaking skills………..724.2.3 Some suggestions of using visual aids effectively……………………………………74

References....…………………………………………………………………………...……...76Appendix I……………………………………………………………………............……….78Appendix II………………………………………………………………………...………….80Appendix III…………………………………………………………………………...………83Appendix IV…………………………………………………………………………………...87

LIST OF FIGURES IN THE STUDY

Figure Title Page

1 Teachers’ exposure towards language games 30

2 Teachers’ preference for teaching speaking through games 31

3 Purposes of using language games in teaching English 32

4 The frequency of using language games 34

5 Teachers’ perception on the effectiveness of using language games in

teaching English

35

6 The importance of using language games in teaching speaking skills 36

7 The difficulties in using language games in class 38

8 The advantages of using language games in lessons 39

9 Time spent in using language games 40

10 The English learning experience of students 42

11 Level of competence of students in speaking skills 43

12 Students’ experience in playing language games 45

13 The expectation of students from language games 47

14 Attitudes of students towards language games 49

15 Feelings of students towards language games 50

16 Students’ perception on the effectiveness of using language games in

teaching English

52

17 Students’ opinions about learning English environment 53

18 Students’ preference towards the studying atmosphere in class 55

19 Using visual aids of teachers from students’ point of views 56

20 Students’ opinions about the number of games used in class 57

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21 Students’ attitude towards the roles of language games 59

LIST OF TABLES IN THE STUDY

Table Title Page

1 The use of language games in some aspects of English 33

2 The attitudes and feelings of students towards language games from

teachers’ point of views.

37

3 Time when language games are used in class 40

4 Some teachers’ activities before introducing language games 41

5 The exposure of students towards language games 44

6 The purposes of language games from students’ point of views 46

7 Students’ opinions about the effective use of language games for

English subject

48

8 Students’ preferred activities on game-playing stage 51

9 students’ opinions about the frequency of language games used by

teachers

52

10 Factors preventing students from speaking English 53

11 Kind of lesson that students like best 54

12 Time when students like playing language games 55

13 Some types of language games being enjoyed more by the students 57

14 The opinions of students about what their teachers should do in class 58

CHAPTER ONE

INTRODUCTION

1.1 STATEMENT OF THE PROBLEM AND RATIONALE FOR THE STUDY

As globalization, mobility and communications are bringing the world ever close together, it is

increasingly necessary for people to know other languages apart from their mother tongue.

Indeed, knowing foreign languages nowadays is of great importance because it helps bridge

the gap among cultures, increases global understanding, and offers more opportunities for not

only individuals but also national socio-economic development, as Officials at Ministry of

Education in Eritrea quoted a village elder who said:

“If I speak only one language, I can help my country as one man,

If I can use two languages, I can help as two men,

But if I can use all nine languages, then I can work as nine men”

(Jasone Cenoz and Fred Genesee (1998:259, chapter 12))

Among languages, English as a Foreign Language (EFL) teaching, has experienced

significant changes over the last 30 years. One of the most radical changes in the field is the

shift from a behavioral focus on second language teachers and the kinds of inputs they provide

to a focus on learners and how learners process the input they receive. English is considered as

the dominant international language in communications, science, business, aviation,

entertainment, radio, diplomacy and so on. It is used for so many things from in- and external

academic conferences to news reports and popular music lyrics. It is used not only for

communication between native speakers and non-native speakers of English but also for

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communication between non-native speakers. In Vietnam, English has also become a popular

language, especially since our government began the open-door policy. This new policy has

created good chances for foreigners to invest in Vietnam. Thus, the need of using English as

the first foreign language in our national study, work and business has been extremely

important. Those are the reasons why English has been widely taught and learnt in Vietnam

and also around the world today.

To satisfy the essential demand today, English has been taught as one of the

compulsory subjects in the curricula of schools and universities in the whole country. Many

programs in schools or a large number of courses outside them are opened to serve the

different purposes with different levels of learners. It comes as no surprise that some

improvements of course designs as well as methods and methodologies that Ministry of

Education and Training set forth have brought a nation-wide positive movement in teaching

and learning English in recent years. As we see, a few years ago, the grammatical and

structural methods were widely used. Teachers played important roles in imparting English

knowledge to learners. In turn, students had no more chances to fully develop their four skills

but just sought for mastering the structural and grammatical rules of English. This made the

studying atmosphere in classroom become more boring and tenser.

However, some recent changes in language teaching have shown that organizing

activities or creating English environment in classroom have helped learners to have intrinsic

motivation. Moreover, boredom and tiredness have been driven away by the fun during the

lessons. Among new methods of teaching and learning English, language games can bring us

satisfactory results. Language games are really funny and potential tools for teachers to help

their students enrich their knowledge the best. Language games and activities provide students

an opportunity for real communication, and, although there are some artificial limits, they help

to link the classroom with the real world. Language games are seen as a chance that students

have to learn or reinforce their knowledge about a foreign language. Moreover, language

games give practice in all the skills (listening, speaking, writing and reading) and in all the

stages of teaching and learning that occur in a lesson (introduction, repetition, etc.). But one of

the main reasons to use them in foreign language lessons is that they are very enjoyable for

both teacher and students. Games and activities in a foreign language lesson are very

successful due to the fact that the process of learning becomes more active, encouraging

students and involving them in the class to sustain their interest and work, and, therefore,

making retention to improve enormously. Realizing the important roles of language games in

teaching English is the reason for our choice.

The second reason is, throughout my study, to find out how we can reach the goal of

efficiency of applying language games in teaching and learning English at university,

particularly at College of Sciences, Thai Nguyen University because, in fact, language games

have not widely used in teaching and learning English here yet. One of the reasons for this

situation is that language games have some problems in themselves. However, some teachers

of English have already used games successfully and others have not.

The final and the most important reason for our choice derives from the problems of

teaching and learning English, especially teaching speaking skills to the non-major students in

university. We really want to examine how much language games are used in teaching English

in general and teaching speaking skills in particular. The contradiction between the purpose

and the fact of English teaching and learning for non-major students in universities has caused

a lot of arguments. So what to do? Basically, the non-major students’ main English course

book is “New Headway” with three levels: elementary, pre-intermediate and intermediate. In

the preface of the course book, the authors say the book is intended for the development of

student's four language skills: listening, speaking, reading, and writing. And they say the

textbook will provide them with certain vocabulary, knowledge of the country, people,

lifestyle, culture of the British-American people so that the students can communicate every

day. Therefore, developing the speaking skills is really an important goal. Anyway, the present

teaching and learning English still lay much emphasis on the ability to use grammar,

vocabulary, sentence patterns correctly but not on the ability to communicate appropriately

and effectively. Consequently, their speaking skills are as not good as expected, if we do not

want to say that very little English is used in their communication through lessons. Therefore,

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to improve the speaking skills of the non-English major students by communicative language

games in classroom is my burning interest. My desire is that this study will make the language

games easier, more useful and more effective.

1.2. OBJECTIVES OF THE STUDY

My objective in conducting this research is to investigate some main issues. The primary goal

is to discover the present language game use in teaching speaking skills to the first year non-

major students of English at College of Sciences, Thai Nguyen University. The second one is

to know the opinions of both teachers and students about language games. Finally, I want to

suggest some solutions to teachers of English in improving the quality and effectiveness of

teaching speaking skills by using language games based on the findings from the surveys.

1.3. SCOPE OF THE STUDY

The study only focuses on dealing with how to improve the effectiveness of teaching speaking

skills by using language games, not any other stimulating activities. Next, because of the

limitation of time as well as the length of the study, the author intends to investigate in a small

range, just among the first year non-major English EFL students at College of Science, Thai

Nguyen University, mainly through questionnaires and classroom observation. Therefore, it is

believed that further research to fulfill this gap is necessary. At last, the study is not a

collection of games, but some suitable games in developing English speaking skills for the

non-major English students are given. All games chosen are based on the curriculum of “New

Headway” course book.

1.4. METHODS OF THE STUDY

This research paper is conducted by using several methods in combination. First of all,

observation method is employed in some English classrooms to investigate the present

situation of language game application for speaking skill development. In addition, some

different kinds of language games in accordance with class observation are used for better

efficiency. Next, we use questionnaires for both teachers and the first year non-major students

at College of Sciences. Then, description and analysis of the collected data and discussion will

be done to discover problems that teachers and students encounter with the use of language

games. Finally, to avoid unsuitable language game use, we offer some suitable games and

appropriate suggestions to run them.

1.5 DESIGN OF STUDY

The study is divided into four chapters. The first chapter is the introduction stating the

reasons, the objectives, the scope, methods and design of the study. Chapter two is to deal with

the review of related literature and studies, the general overall identification of the area of the

study. Next, presentation, analysis and interpretation of data will be the main interest of the

chapter three. The last chapter is about conclusion, suggestion of some sample presentations

and selections and recommendations for the whole study the author has introduced above.

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CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

This chapter is intended not only to demonstrate relevant information on language games and

speaking skills but also to provide the evaluation of the advantages and drawbacks of language

games. Moreover, this chapter also explains various aspects related to the topic of language

games raging from panorama view to close-up one. There are different ways to help us to

learn foreign languages better and language game is one of those. However, to avoid

misunderstanding the nature of language games in compared with games in general, it is

extremely important to give the correct definition of language games. So, what is a language

game?

2.2 LANGUAGE GAMES

2.2.1 Definitions of language games

In recent years, language games have become more and more popular as they have been

widely used in most schools in our country. In order to give a clear understanding what a

language game is, it is useful and necessary to relate it to the definition of games in general.

Many researchers are interested in games and there are also a lot of games existing in our

daily life due to the increasing development of society and technology. According to Rechard

and Marjorie Baudains (1990:3), “Games are activities students do for their own sake, for the

immediate fun, curiosity or competitive ambition aroused by games”. However, the definition

only refers to the surface properties of a game in general, not a language game in particular.

Another definition by Gibbs (1974) is about game with more depth: “an activity carried out

by cooperating or competing decision makers, seeking to achieve, within a set of rules, their

objectivities” (Gibbs, 1974:60). Or as Hadfield (1990:5) defined a game, it is “an activity with

rules, a goal and an element of fun”. Another definition is made by Rixon (1981), in which he

defines that a game consists of play governed by rules. It means that normally, a game must

have clear goals and is played in a fixed time. For example, the action of kicking a ball around

in the schoolyard is just a play. Only when we add rules about how and where to kick the ball

and when footballers try to get the ball into the other side’ s net with their great effort can this

play turn into a game. There are games which need only one player at a time but most games

require more. So, for some general ideas about games above, we can see any activities that are

considered as games must have something in common, like the governed rules, defined goals,

set-up time from the beginning to the end and funny elements carried out by cooperation and

completion of decision-makers for the language practice due to having communication among

players by spoken or written language.

Based on the definitions of game that many researchers have concluded, the term

“language game” is a more narrow definition. It does not only share the characteristics of

games in general but also the ones of itself in particular. In language learning and teaching,

besides the purpose to free the spirit, many games are also used for other purposes such as to

reinforce reading, speaking skills, or to remember vocabulary and to promote communication

by using the foreign languages as well. People use language games with the big hope of

developing and improving the player’s language skills through repeated usages. Similarly, the

term “language game” has also been defined by many researchers and educators. As we said

before, language games have the same properties as games in general like rules, goals,

elements of fun, cooperation, completion and communication among players. The only thing

that language games differ from other games is that they must guide the learner’s actions and

employ their language skills. It is the main content that Lewis and Bedson (1999) illustrated in

the way they showed the differences of “language game” from others, “what differentiates

language games from other activities in the English language teaching classroom is the

presence of a visible set of rules which guide the learner’s actions, and an element of strategy.

Learners can also employ their language skills strategically in cooperative games, where a

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group works together to achieve certain goals” (Lewis and Bedson, 1999:5). In addition,

Greenall, S. (1984) considered language game as one kind of “activity which is used to

consolidate language already taught or acquired, and which occurs during the free stage of

lesson or during occasions…”. As we see that any language games must also serve the

purpose of developing language skills. Any forms of language games by spoken or written

language they must be related to the communication between players since communicating

skills are seen as a greatly big factor improving the use of foreign languages that Rixon (1981)

implied. Thus, if a game follows the requirements that it must have, but without the

communication among players or relevance of teaching and learning English language, it is

not language game. Game “chess” can be cited as a good example for this as “the skills used

in chess are intellectual and tactical and not linguistic” (Rixon, 1981).

In conclusion, so far many publications on “language games” clearly share a common

understanding as well as basic definition of language game. The first element is that language

games are governed by rules which set up clearly defined goals. Secondly, in a language game

there is a contest, in other words, a competition or cooperation either between players and the

goals. Next, a language game, even little or much, should lead to having fun for players. And

the last one is quite important that language game must have a great ability itself of developing

language skills related to the communication between players. Consequently, thanks to

available resources of material of many researchers, we ourselves can build up a deeper view

of games and language games.

2.2.2 The roles of language games

Of course, when studying the use of language games in the teaching and learning English, a lot

of practical research that we find has confirmed effects of language games. They are really

regarded as a big support for teachers in the process of developing language skills for their

students. In this part, the author only wants to focus on some striking advantages, a series of

good points that many books have mentioned and researchers have discussed.

2.2.2.1 Language games create a high motivation in learning.

As most games require the participation of many players or teams, competition among them is

unavoidable. So, they play an important role in motivating students to a greater extent than do

conventional textbooks or worksheets. Hansen, M. (1994) wrote that: “language games are

highly motivating and entertaining”. It means that language games are significant sources of

motivation and interest, which stimulate students to take part in lessons more positively and

ardently because they are encouraged and want to be the winner through games. According to

Jeremy Harmer, there are “a number of factors which seem to have strong effect on a student’s

success or failure” (Jeremy Harmer, 1991:3). Of all the factors, motivation that students bring

to class is suggested to be the biggest one influencing their success. Motivation may be

defined as “some kind of internal drive that encourages somebody to pursue a course of

action” (Jeremy Harmer, 1991:3). If we perceive a goal and if that goal is sufficiently

attractive, we will be strongly motivated to do whatever is necessary to reach that goal. The

two main types of motivation students have are “extrinsic motivation, which is concerned with

factor outside the classroom and intrinsic motivation, which is related to what takes places

inside the classroom” (Jeremy Harmer, 1991:3). So, basing on Harmer’s point of view above,

high motivation that language games create is almost intrinsic one because the majority of

language games that teachers use are carried out in class. The motivation of the language game

is that studied in the specialized setting of education differs qualitatively from the more

general forms of motivation studied in other field as Ormrod stated that: “motivation in

education can have several effects on how students learn and their behavior towards subject

matter” (Ormrod, 2003). Furthermore, it is admitted that learning English is not simple and its

complexity and difficulties make learners dispirited and tired. It will be more terrible if the

lessons are so boring. In such situations, using language games is one of the best ways to

change the atmosphere of the class and create relaxing feelings to maintain the motivation of

learners. As Andrew Wright, David Betteridge and Michael Buckby said that : “Language

learning is hard work ... Effort is required at every moment and must be maintained over a

long period of time. Games help and encourage many learners to sustain their interest and

work”(Andrew Wright, David Betteridge and Michael Buckby, 1984:1). It makes students’

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learning more meaningful and effective. As a result, motivation is considered as one of main

factors in getting knowledge of students while language games can bring about that effect.

“Games are highly motivating because they are amusing and interesting. They can be used to

give practice in all language skills and be used to practice many types of communication”

(Aydan Ersoz from The Internet TESL Journal, Vol. VI, No. 6, June 2000). Similarly,

according to Avedon, the main reason why games are considered effective learning aids is that

"they spur motivation and students get very absorbed in the competitive aspects of the games;

moreover, they try harder at games than in other courses" (Avedon, 1971).

Thus, it is no doubt that we should increasingly use language games in teaching English.

2.2.2.2 Language games create a pleasant environment and can be used to change the

pace of the lesson.

This advantage of language game can be found in almost games used in the teaching and

learning process. The essence of games is bringing comfortable and relaxing feelings for

players and language games are not an exception. However, it is very necessary for people to

be positively aware of the funny and relaxing factors of language games as Lee Su Kim (1995)

stated clearly that “there is a common perception that all learning should be serious and

solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not

really learning. This is a misconception. It is possible to learn a language as well as enjoy

oneself at the same time. One of the best ways of doing this is through games” (Lee Su Kim,

1995:35). Moreover, W. R. Lee (1979) confirmed that “language games could create a

pleasant, informal and relaxing atmosphere in class…language games could banish boredom,

make for willing learners who look forward to language lessons”. So, an enjoyable

environment that language games can create is a good idea to help students learn and absorb

English much better and easier. Besides, language games become more effectively when

Hansen (1994) found that: “they are highly motivating and entertaining, and they can give shy

students more opportunity to express their opinions and feelings” (Hansen 1994:118). Playing

games in the classroom can enormously increase students' ability in using language because

students have a chance to use language with a purpose in the situations provided. Hadfield

(1990) confirms that " games provide as much concentrated practice as a traditional drill and

more importantly, they provide an opportunity for real communication, albeit within

artificially defined limits, and thus constitute a bridge between classroom and the real word”.

Like in a traditional classroom, students have an opportunity to drill and practice using

grammatical rules and other functions.

2.2.2.3 Language games can increase student-student communication, competition and

promote active, student-centered learning.

Language games that most teachers design are for students. Certainly, students have to spend

time for them. They have to find out the solutions or ways by themselves to adapt the

requirements of games given. Therefore, language games are seen as a means to help them

broaden the limitation of communication approved of by Andrew Wright, David Betteridge

and Michael Buckby (1984) that: “language games also help the teacher to create contexts in

which the language is useful and meaningful. The learners want to take part and in order to

do so must understand what others are saying or have written, and they must speak or write in

order to express their own point of view or give information” (Andrew Wright, David

Betteridge and Michael Buckby (1984:1). And so, it will be more effective if students are

compulsory to speak or discuss in English as W. R. Lee (1979) specified that “most language

games make learners use the language instead of thinking about learning the correct forms”

(W. R. Lee, 1979:2).

What is more, most games are cooperative ones since they make students involve

in the discussion and information share with each other before their group reach a final result.

This also leads to the competition among learners or teams when they try their best to

complete games as quick as possible because of the set-up time. Rixon (1981) stated that: “the

first thing that many people think of in connection with games is competition among players.

This is a feature of many games, but there are some in which cooperation is the main thing. In

other games, there is both cooperation and competition within a team and competition against

other teams”. So, requiring students to interact in activities of role-play, discussion, argument

and so on is a big effect of language game. This also helps to promote the activeness of

xix

learners in practicing language through games. Also, when the role of teachers in class is

changed from game partner to consultant and monitor, students express their abilities in a

learner-centered activity. Moreover, playing language games requires learners a great deal of

effort to make use of integrated skills of language actively, which language games can help

them to make and sustain the effort of learning. Constant effort is required to understand,

produce and manipulate the target language.

There are many other advantages of language games that we cannot go in details in

the study such as the role of language games in testing and providing immediate feedbacks, in

creating a meaningful context for language use, reducing the risk of failure, or in shortening

teacher-student distance and conflict and so on. This is why we think further study is quite

necessary.

2.2.3 The drawbacks of language games

As a saying goes “everything has two sides”, despite advantages in language games shown by

researchers and educators, there are some disadvantages that teachers have to face in their

classes. First of all, if the teachers lose the control, then the class becomes noisy and chaotic

with games. The noise made during game-playing stage is also one problem that all the

teachers are trying to limit. Only when a teacher creates high motivation in playing games for

students can he or she become a good organizer of games. However, high motivation that we

expect to reach is usually the root of noise and fun. Because in university, classrooms for non-

major English students are normally too large and the number of students in a class is quite

big, noise becomes more difficult to deal with. Next, in playing games, students can create

wrong values. In any games, the factor that creates high participation of students is the

competition. Students always want to win and they are afraid of “losing face”. So, it is said

that games can create undesirable competition and the acquisition of power and health. One

more negative result of language game is that it is a gambling activity. When playing games,

usually teachers plan for the results and everything else but who knows exactly how students

will react? Sometimes the games turn out to take a long time and the class cannot go on with

what they are playing. They have to stop the games and the failure is obvious.

2.2.4 When to use games in language teaching

Games are activities that bring back a lot of positive effects on students if teachers know the

proper time to use. According to Lee, W.R. (1979), language games “are often used as short

warm-up activities or when there is some time left at the end of a lesson” (Lee,1979:3).

However, Lee stated clearly that a language game "should not be regarded as a marginal

activity filling in odd moments when the teacher and class have nothing better to do" (Lee,

1979:3). Normally, as language games usually take place in a short time and have a lot of fun,

they are used at the beginning of a lesson like a warming-up activity in a stimulating way.

Many others use them to punctuate a lesson, relieve tension after a test or

concentrated practice session. Others also use games when they are tired and the class

atmosphere is so quiet and boring. Games also lend themselves well to revision exercises

helping learners recall material in a pleasant, entertaining way. Many experienced textbook

and methodology manuals writers have argued that games are not just time-filling activities

but have a great educational value. Rixon (1981) suggests that games be used at all stages of

the lesson, provided that they are suitable and carefully chosen. At different stages of the

lesson, the teacher's aims connected with a game may vary: presentation (providing a good

model making its meaning clear); controlled practice (eliciting good imitation of new language

and appropriate responses); communicative practice (give students a chance to use the

language) (Rixon, 1981:70).

As can be seen, the advantages of games are quite clear because at any time of using,

they can also create a positive result. Language games are so enjoyable that they can be

considered as an integrated part of a teaching process.

2.3 TYPES OF LANGUAGE GAMES

There is a variety of games and activities relating to different language skills: reading,

listening, speaking, writing skills. According to the book “Language teaching Games and

Contests” written by Lee, W.R (1979), some common types of language games and activities

that are relevant to the subject of the study, non-major first year students are found. However,

since the author only focus on the use of language games in teaching speaking skills in this

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study, not other skills, the author will spend more space studying language games for teaching

speaking English.

Before introducing some types of games, we should know that there are many ways

of clarifying types of games. According to Greenall, S. (1984), the author grouped language

games in thematic sections such as people, food and fruits, job, shopping and so on. Wright,

Betteridge and Buckby (1984) gave another classification of games, including picture games,

psychology games, caring and sharing games, card and board games, sound games, story

games, word games, etc. In addition, Rixon (1981) stated that :“the most obvious way of

classifying games from a language teacher’s point of view is according to the language they

practice: listening games, spelling games, games to help students build vocabulary, games

that bring in a structure or a function and so on” (Rixon, 1981:1). Besides, Hadfield (1990)

added: “in some types of games the emphasis is on successful communication rather than on

correctness of language. Games, therefore, are to be found at the fluency-accuracy

spectrum…They are types of communicative games, speaking games, listening games, reading

games, and so on” (Hardfield, 1990:5). So, there are two main types of games, they are

Language practice games and Communicative language games. These types of games are

suitable to teach communicative skills, especially speaking games. Some of language games

below are written briefly. They belong to two types of games just mentioned.

Firstly, structure games provide experiences of particular patterns of syntax in

communication. Students can practice one or more grammar structures, aspects when playing

this type of language games. It means that practising or reinforcing a certain grammatical

aspect of language has to relate to students' abilities and prior knowledge. Structural games

become difficult when the task or the topic is unsuitable or outside the student's experience.

Secondly, vocabulary games are very common, known as word games which are used

to drive students’ attention to focus on mainly the usage and meaning of words. They help

students understand and master words in context or situations.

Next, it is spelling games, which aim to rub out any misspellings made by students and

provide a visible image of every word that helps them wholly copy it in their mind.

Moreover, according to Lee, W.R (1979), pronunciation games hold a large percentage

of using because errors made in pronunciation of a foreign language vary among students,

partly due to the affect of mother tongue. So, this kind of language games plays an important

role in learning English of students.

In order to help students speak English better, number games are seen as a good choice.

Most of scholars studying on number games focus on the spoken form of numbers because

these games are mostly oral ones.

What is more, speaking games attract our attention the most. Speaking games helps

students have a chance to practice speaking English in its true purposes. They not only help to

solve students’ language problems by communicating with each other but increase the fluency

of using English towards students. Many speaking games are available for teachers to choose

in class such as matching games, guessing games, sweet to speak, information-gap games and

so on. As Hadfield (1990) remarked the matching game is one types of games which is “based

on different principle, but also involve a transfer of information. These games involve

matching correspondent pairs of cards or pictures, and may be played as a whole class

activity, where everyone must circulate until they find a partner with a corresponding card or

picture; or as a pair work or small group activity” (Hardfield, 1990:6). Also, he stated that

some simple games belonging to matching games can be used easily and effectively. For

example, with “Christmas swapping” game, it can be used the whole class to talk about likes

and dislikes (Hardfield, 1990:23); or “ideal home” games taking about from 10 to 15 minutes

allows teachers to use in class. This game can stimulate the speaking abilities of students by

describing the places or houses that they like best and expressing their preferences (Hardfield,

1990:13). In addition, many researchers spent their time studying guessing games. This is a

very familiar game for students at a low level. In these games, the majority of the class or

teams are “guessers” while the teacher, a student or a team takes the role of “knower”. Carrier,

M. (1980) studied some kinds of guessing games very carefully. For example, “guess the job”

game can be played by groups of 4or 5 students using the simple present to describe any

occupations (Carrier, 1980:13). Rixon (1981) suggested that “what is in the bag” game is also

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an interesting game which students can make fun easily. Its purpose is to help them practicing

name of things and enriching vocabulary (Rixon, 1981:36). Hadfield (1990) introduced the

advantages of “Holiday quiz” game in helping students to use the past tense well by asking

about past events (Hadfield, 1990:19). Besides, a lot of speaking games bring about many

advantages that teachers can use to improve the students’ English speaking. Thanks to a

variety of this type of games, the author finds a suitable choice of speaking games that can

easily apply in some chosen classes as tests. This will be described carefully in the following

chapter.

Last but not least, the roles of writing games are undeniable. They help learners enrich

their vocabulary, remember spelling of words and use the correct grammar. Besides, many

other language games have been discussed in various resources of document or previous

studies. However, because of the limitation of the study, we cannot mention all.

2.4 ORGANIZING LANGUAGE GAMES IN CLASS

To limit some drawbacks and enhance the good points of language games, the organization of

any language games is extremely necessary. It requires that teachers have to spend time

understanding the chosen games in class carefully. Of course, some following requirements of

organizing cannot be ignored.

2.4.1 Preparation

The first one is preparation. It is quite important because the more time teachers spend, the

more effective they can get from games. Their games will be performed quickly and smoothly.

Some elements are also included in this step such as timing, materials, choice of language

level and class management.

2.4.2 Presentation

Before students take part in the games, one task that teachers have to do is introducing the

rules of games as well as the way of performing. This step of the organizing process should

not be undervalued. Because if students misunderstand the requirements of games or get

confused, then the language games may have negative effects. Thus, teachers need to provide

information involved the games like the goal, rules, scoring, time or visual objects. In

addition, students also have to pay attention to their teachers’ introduction of games to make

sure that they understand how and what they will play.

2.4.3 Game-playing stage

This is the time that students directly play games in individuals, pairs or even groups. Since

the purpose of designing language games to improve the use of English of students, teachers

should be a corrector to find out their students’ necessary mistakes as much as possible.

However, depending on the striking points of chosen language games in class, teachers can

consider which mistakes must be corrected and which one can be ignored so as not to reduce

the motivation of students during the games. In addition, teachers should control the class well

and know how to stop games if their students find it less interesting and more tired. Anyway,

the comment, correction and encouragement of teachers during the games are key factors in

their students’ success because as Guthrie & Wigfield, (2000) said: “when praise is sincerely

given and interpreted as recognition of achievement, it can increase students’ self-perceived

competence and motivation” (Guthrie & Wigfield, 2000: 414).

2.4.4 Post-playing stage

According to Rixon (1981),“whatever the game is, students like to hear how well they are

doing, to receive encouragement and to have any amusing incidents or clever more

commented on, as well as having errors corrected” (Rixon,1981:58). It means that when the

game is finished, teachers should give a feedback to all what students have just done. In

general, teachers should comment on what students have performed and help them have a

chance to learn from their classmates whatever good for them.

2.5 THE ROLE OF TEACHERS IN COMMUNICATION GAMES

In communication games the teacher no longer controls the activity. He or she is advised not

to interfere too much during game-playing process. The communication among students by

the use of English is encouraged more than between students and teacher because students can

freely speak without worrying about spending time on the choice of words, sentences or

grammatical usage. This helps to enhance their ability of communication as well as the use of

the foreign language.

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In these games, teachers just work as language consultants, according to Rixon’s idea

(1981:64) “instead if judging what students have to say, the teacher should be on hand to help

them with what they want to say”. The involved teacher knows about the students’ personal

knowledge and interests, cares about each student’s learning, and holds realistic, positive goals

for students’ effort and learning. When students perceive teachers to be involved and

(interested in their progress) and autonomy supportive (providing some controls of learning),

they are engaged in the classroom, for example, participating in class discussions, learning

actively, and appearing happy

And the other role that teacher can take is a corrector. As the game is being played,

students, of course, make mistakes. It is necessary for the teacher to collect and check them.

However, provided that errors are not so serious that they lead to breakdowns in

communication, the other players may not notice them and the teacher also does not need to

indicate.

Besides, the teacher in communication games can be seen as a referee. Some of these

games are competitive and there may as well be disagreements and blockages that the group

cannot settle on their own. It is much more effective if the teacher tries to guide the group

towards its own solution than to impose an immediate decision of his own since by this means

he can get valuable discussion going within the group.

It is noteworthy that the roles of teachers, not only directly influence students’ outcomes

but also has a significant benefit for their engagement, which then is significant in the path to

the student’s outcomes. In addition, the influence is reciprocal: student engagement affected

teacher involvement as much as teacher involvement influenced student engagement.

CHAPTER THREE

PRESENTATION, ANALYSIS AND INTERPRETATIONOF DATA

3.1 OVERVIEW OF THE STUDY PROCESS

In line with the rapid socio-economic development in recent years, education of Vietnam has

undergone major changes in terms of curriculum and learning materials as well as way of

teaching and learning foreign languages. Without doubt, English has become a compulsory

subject in almost all universities or colleges. However, after 3 or 7 years of using and learning

English, most Vietnamese students still cannot express themselves in English as expected.

Before entering universities, students are basically taught with the English grammar, the use of

structure, phrases, and vocabulary. For speaking and listening skills, they seem to be

underestimated and paid less attention to. Therefore, when furthering their study in

universities, students are neither able nor confident in using English to communicate with

other people, especially with foreigners. This has inspired the author to implement this study

with a great hope of finding useful methods that can be easily and effectively applied in

classrooms to help non English major students improve speaking skills.

In this chapter, we will describe the procedure of the study. The section starts with a

brief description of the survey purpose, subjects, method and procedures. Then, data collection

and analysis of the findings are given in the next section. Finally, the discussion of the survey

findings is mentioned.

3.1.1 Objectives of the study

The aim of the study is to gain well-founded information on the reality of the use of language

games in teaching and learning English speaking skills to the first year non English major

students at the College of Sciences, Thai Nguyen University. More importantly, the researcher

wants to find out the advantages and effectiveness of language games in speaking skills. The

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problems encountered by both teachers and students when using language games are in

progress and their attitudes towards language games are also discussed.

3.1.2 Subjects

The subjects for the study are two groups of teachers and students.

The first group includes 9 teachers of Department of Basic Sciences, College of Sciences,

Thai Nguyen University. All of these teachers have experienced teaching English for non

English major students. The teacher survey was carried out in the form of questionnaires

according to their teaching process.

The second group consists of 140 first year non-English major students at College of

Sciences, Thai Nguyen University. They range from 18 to 24 in age, with the majority in their

age of 20-21. Male accounting for 55% outnumbers female which are 45%. The study was

conducted among students of different levels, English learning experience and interest with a

view to having a thorough and objective overview of their learning English.

3.1.3 Methodology

The methods used to collect data in the study is the questionnaire for teacher group, the

questionnaire for students and the class observation on the use of language games in teaching

and learning speaking skills.

The author used questionnaires as the main source for data collection. The reason for

choosing this method lies in the objectives of this study which have already been mentioned in

the previous chapter. According to Burns, R. B. (1999), he showed that “triangulation

involves gathering data from different sources so that the research findings or insights can be

tested out against each other” (1999:25) and “results from one form of data will help inform

and refine the other data” (Verma, G. K. & Mallick, K. 1999:115). Thus, questionnaires are

essential to the research process in social sciences. Moreover, this method has its own

strengths in helping the author to find out satisfactory and sufficient information. As a result,

the method was chosen to make full use of rather than advocating one and disposing the other

so that the reliability and validity of the research could be ensured and make it more

persuasive. “Questionnaires are any written instruments that present respondents with a series

of questions or statements to which they are to react either by writing out their answers or

selecting from among existing answers” (Brown, J. D. 2001:6). So, by using questionnaires

we can have more in-depth information on certain aspects. Hence, any clarification or further

inquiry towards a question can be made convenient.

3.1.3.1 Teacher group survey

The survey was carried out with the help of 9 teachers of English at College of Science, Thai

Nguyen University. It aimed to investigate the reality of using language games in their

language teaching process. Furthermore, through the survey, more information about the

attitude of the first year non-English major students towards language games can be obtained.

15 questions were designed for the teacher group, which covered 11 main contents as the

following:

The situation of using language games in the teaching process (question 1, 14 and 15).

The attitudes of teachers towards the use games in teaching speaking process (question 2).

The purposes of using language games in teaching process (question 3 and 4).

The frequency of using language games in teaching speaking process (question 5).

The effectiveness of using language games in teaching speaking process (question 6).

The importance of using language games in teaching speaking process (question 7).

The attitudes and feelings of students towards language games basing on teachers’ point of

views (question 8).

The difficulties in using language games in class (question 9).

The advantages of using language games in lessons (question 10).

The time when language games are used in class and how long it takes (question 11and 13)

The information about the works of teachers before introducing language games to

students (question 12).

3.1.3.2 Student questionnaire survey

A questionnaire with 24 questions in Vietnamese was designed for the first year-non English

major students at College of Sciences to make sure that they could understand and have a best

choice for each question. It aimed to discovering their background, thoughts and ideas about

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language games. Similarly, all questions were asked were to serve for 10 main contents as the

following:

The background of students involved in the survey (question 1, 2, 3, and 4).

The exposure of students towards language games (question 5 and 6).

The advantages of using language games on students (question 7, 9 and 14).

The attitudes and feelings of students towards language games (question 8, 10, 12, 13,

17, 18, 19, 21 and 22).

The time when language games can be played (question 11).

The information about how often teachers use visual aids (question 15).

The number of using language games in class (question 16).

The types of language games students like best (question 20).

The opinions of students about what their teachers should do in class (question 23).

The importance of using language games in learning speaking skills on students

(question 24).

3.1.4 Class observation

According to the survey questionnaire for the teachers and for the students, we also use

method of class observation in the study. Its purpose is to examine and clarify the advantages

and effectiveness of games in classes, explore how teachers use language games in class and

identify the attitudes and feelings of students towards language games. Some observations

were carried out in three English lessons with two different classes, ENG132N32 and

ENG132N25 in the second term at College of Sciences. After observing, two comparisons

were made between a lesson using language games and the other without any games; and

between a class exposing to language games and another without experiencing games.

3.1.4 Procedures

155 copies were delivered but a number of copies handed in back were 140.

Firstly, before actually sending out questionnaire to the target population, it was piloted

among students who are motivated enough in order to get feedbacks for the questionnaire.

After that, some clarifications, discussion and adjustments to it were made to serve the study

purpose better. 140 questionnaires were distributed to 140 students who took part in the

classes in their ten-minute break time. In this survey, self-completion questionnaires were

employed with semi-closed questions.

Secondly, as for questionnaire for the teacher group, before carrying the survey, a set of

questions had been prepared. The teachers were carried out individually. The nature and

purpose of this survey were firstly explained to the teachers and their questions were fully

answered. Some additional information on language games as well as the reality of using them

in their class was also shared with us.

3.2 PRESENTATION AND ANALYSIS3.2.1 Data collection and analysis of the findings from teacher group survey.3.2.1.1 The situation of using language games in the teaching process.

Question 1 : Have you ever used language games in your teaching process?

Question 14 : If you have a pack of games, will you use it in your class?

100%

0%

The percentage of teachers in using language games

Yes No

Figure 1: Teachers’ exposure in using language games

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As can be seen from the chart, the percentage of teachers who have ever used language games

in their teaching process is 100%. This result is similar to one of the question 14 that if they

have a pack of games, certainly all teachers will use them in class. Because the answers for

question 14 of 9 teachers are the same, the question 15 can be ignored. Based on the given

result, it can be said that language games are no longer strange and new towards English

teachers at College of Sciences. And to some extents, they have been aware of the effects of

language games and quite familiar with the ways of organizing games, they assure that their

usage of language games in the class will be kept on.

3.2.1.2 The attitudes of teachers towards the use language games in teaching speaking

process.

Question 2 : Do you like teaching speaking skills through games?

100%

0%

The percentage of teachers prefering teach-ing speaking through games

Yes No

Figure 2: Teachers’ preference for teaching speaking through games

According to the chart, it is undeniable that all teachers when asked said that they really like

using games in their teaching English, especially speaking skills. The rate of 100% expresses

the reality of teachers’ interest towards language games as well as their good points in

improving the ability of speaking English of students. This was a common opinion of all

English teachers at College of Sciences, aiming to help their students have a chance to practice

English together with getting fun from games.

3.2.1.2 The purpose of using language games in teaching process.

Question 3 : What are the purposes of using language games in your teaching process?

Figure 3: Purposes of using language games in teaching English

The result from question 3 confirms one more time that opinions among teachers are the same.

All of them also wanted to use language games for both learning and relaxing. None of them

wanted to use learning or entertaining purpose separately. This proves that all the teachers use

language games with a clear purpose. They wanted to create a comfortable learning

atmosphere for their students in which learning and relaxing are combined to reduce students’

stress. And none of them used language games as time-filling activities.

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Question 4 : Which aspect of English do you use language games to teach most?

This question is designed to examine the purposes of teaching English through using language

games on teachers. The result we got as the following:

Table 1: The use of language games in some aspects of English

From the table above, we can see that the choices for the question 4 are quite different among

teachers. The largest purpose in their using language games was for integrated skills, more

than 55% of teachers while about 44% of the teachers used them to teach speaking skills. The

other focus on using language games was to teach new grammar and structure, which held

appropriately 33%. Beside, teaching new vocabulary, listening skills and revising the previous

lesson through games seemed to be less than two mentioned purposes, only 22% and 11%.

Surprisingly, none of the teachers chose games for teaching reading and writing skills. Thus,

in compared with integrated and speaking skills, other aspects of English that teachers wanted

to teach together with the use of language games was not paid much attention. It may be

because of the aims of teaching English at universities are different from ones at Secondary

PURPOSES %

Listening skills 11

Speaking skills 44

Reading skills 0

Writing skills 0

Integrated skills 55.5

Spelling 11

New grammar-structure 33

New vocabulary 22

Revising the previous lessons 22

Schools. Most teachers try to encourage their students to use English in communication skills

more than simply doing exercises related to English grammar or structure.

3.2.1.3 The frequency of using language games in teaching speaking process

Question 5 : How often do you use language games?

sometimes44%

usually33%

rarely23%

Percentage of the frequently used language games

sometimes

usually

rarely

never

Figure 4: The frequency of using language games

According to this pie chart, it can be seen that the frequency of using language games in

lessons varies from teacher to teacher. About 44% of teachers sometimes used games in their

teaching process while 33% of them usually carried out. Only 23% of the teachers rarely used

them. No one has ever used language games in lessons. So, we can come to a conclusion that

all of the teachers at College of Sciences have used language games in their lessons, however,

the amount of using them is not much.

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3.2.1.4 The effectiveness of using language games in teaching speaking process

Question 6 : What do you think about the use of language games in teaching speaking skills.

very ef-fective22%

effective66%

neutral12%

Teachers' Perception on the Effectiveness of Using Language Games in teaching English

very effective

effective

ineffective

neutral

Figure 5: Teachers’ perception on the effectiveness of using language games in teaching

English

For question 6, approximately 66% of teachers remarked games as an effective way to teach

speaking skills. In their viewpoints, games were funny and stimulating. Therefore, students

would be very interested in playing it. As a result shown in the pie chart above, more than a

half of teachers realized the efficiency of language games in their oral teaching process. 22%

of these teachers thought that language games were very effective and 12% left kept a neutral

idea for the effect of language games in teaching speaking skill. None of these teachers have

ever found language games ineffective towards speaking skill. It can be referred that the

effects of language games in teaching speaking English are quite clear. Creating a relaxing

atmosphere in class, promoting competition and cooperation among students and encouraging

the student-student communication are seen as vital and very important effects of language

games in the teaching English in general and teaching speaking in particular. In compared

with analysis of part 3.2.1.1, we realize that if they have a pack of games, they will use them;

however, the rate of 22% of neutral opinion implied that in case of question 14, using a pack

of games if they have did not mean being sure of the effectiveness of language games,

especially their effectiveness towards teaching speaking English.

3.2.1.5 The importance of using language games in teaching speaking process

Question 7 : How do you think of language games in the process of teaching speaking skills?

important89%

neutral11%

Importance of using language games in teaching speaking

very important

important

unimportant

neutral

Figure 6: The importance of using language games in teaching speaking skills

According to the pie chart, most of the teachers were aware of the importance of using

language games in teaching speaking English at College of Sciences, Thai Nguyen University.

In fact, from the result, 89% of them agreed that language games play an important role in

their speaking lessons, whereas there was no choice for very important and unimportant ones.

Only 11% of them were not sure about whether language games were important or not. That

neutral opinion stated that they found language games in two sides.

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3.2.1.6 The attitudes and feelings of students towards language games basing on the teachers’ view.

Question 8 : Do your students like playing language games?

Table 2: The attitudes and feelings of students towards language games basing on teachers’

point of views

As can be seen from the table, all teachers realized clearly that their students liked language

games or not and liked at which level. They were all sure that their students liked playing

language games in lessons very much. This proves that the attitudes of students towards

language games are positive. The majority of students have a demand for using language

games in English lessons. And this is a reason why more than a half of teachers said language

games were effective and important in their teaching English process.

3.2.1.7 The difficulties in using language games in class.

Question 9 : What difficulties do you cope with when using language games in your class?

Feeling %

Yes, very much 100

Yes, but not much 0

No, not at all 0

11%

11%

11%

67%

Difficulties of using language gamestoo many students seize of class much noise mixed-ability of students

Figure 7: The difficulties in using language games in class

The aim of asking question 9 takes an important role in this study. Finding out carefully the

difficulties in using language games helps us to solve the problem partly. Clearly, based on

some suggested difficulties, the greatest obstacle to the success of using language games in

class was due to too many students, holding 67%. Three choices left took the equal percentage

of 11. No other different difficulties were added after finishing the teacher group survey. The

statics above reflect the reality that number of the first year-non English major students in the

same class is so great. This prevents teachers from using language games in class as well as

choosing suitable games for their students. Noise, seize of class and mixed-ability of students

are not too big difficulties.

3.2.1.8 The advantages of using language games in lessons

Question 10 : What are benefits of using language games in your lessons?

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Figure 8: The advantages of using language games in lessons

Looking at the result of question 10, there is broad and almost absolute consensus among

teachers. 66% of teachers agreed that language games could create high motivation towards

learning English of students. 55% of them supported for the benefit of language games in

improving the ability of students in communication, especially speaking English. The

advantage of language games in promoting cooperation and competition among students held

44%. One additional opinion in this question supposed that studying and learning at the same

time help students learn English better. Certainly, the benefits of using language games in the

teaching process are undeniable. As Ormrod (2003) said that “motivation in education can

have several effects on how students learn and their behavior towards subject matter”. So, it

is easy to understand why many teachers support for the first choice.

3.2.1.9 The time when language games are used in class and how long it takes

Question 11 : When do you use language games in your class?

Time %

at the beginning of the lesson 22

at the middle of the lesson 0

at the end of the lesson 0

whenever during the lesson 78

Table 3: Time when language games are used in class

The results of question 11 point out that number of teachers use language games at the

beginning of the lesson are not much, only 22%. These teachers want to use language games

as a good means of attracting students’ attention, known as warming-up activities. The

majority of them usually use language games whenever during the lesson, holding 78%. This

is because they do care much about the effect of using and the reality of class’s atmosphere,

not identify clearly the time of using games.

Question 13 : How long does it take you to apply language games in the class?

Figure 9: Time spent in using language games

33%

45%

22%

Amount of time of language games useabout 5 minutes about 10 minutes over 10 minutes

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As we can see, an important problem that teachers had to take into consideration is amount of

time needed for each game. Usually, teachers spent about 10 minutes on the whole process of

gaming and the rate of percentage of teachers’ agreement was 45%, nearly a half of them. The

games which take longer to play (0ver 10 minutes) were rarely used by teachers and just 22%

have ever applied these ones whereas those who chose “short” games took only 5 minutes,

owning 33%. Hence, it can be summed up that the amount of time to apply language games of

teachers was different. Each type of chosen games in class did not depend on amount of stable

time towards all teachers.

3.2.1.10 The activities of teachers before introducing language games to students

Question 12 : What do you often do before introducing games to your students?

Table 4: Some teachers’ activities before introducing language games

Looking at the table above, it is easy to realize that 100% of teachers usually do all of the

activities to get ready for running a game such as explaining to the students how to play the

games, organizing the class and preparing the games carefully. None of them do each work

separately. So, all the teachers know what to do before introducing language games in class.

For them, all activities suggested above play an equally important role in carrying out

language games in class. The activities before introducing language games are paid attention

carefully in order to help partly in the success of games in some next steps.

Activities %

explaining to the students how to play the games 0

organizing the class 0

preparing the games carefully 0

all of the above 100

3.2.2 Data collection and analysis of the findings from student questionnaire survey.3.2.2.1 Background of the students involved in the survey.

Seniority in learning English of students

Question 3 : How many years do you experience learning English?

The target population of this survey caters among four main groups. The first group is students

who have been learning English for 1-3 years. Secondly, group of students has been learning

English for 4-6 years. Next, the third group contains students who have been learning English

for 7-9 years. And the last one consists of students who have been learning English 10-12

years.

1-3 years11%

4-6 years22%

7-9 years53%

10-12 years14%

Seniority in learning English

1-3 years

4-6 years

7-9 years

10-12 years

Figure 10: The English learning experience of students

As can be seen from the chart, the number of students who have been studying English for 7-9

years held the largest rate of 53%. Students having experience of 4-6 years of learning English

accounted for 22% of the students. The group taking up the smallest number was the one of

11% of the students who has experience of 1-3 years of learning English. The remaining group

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reached 14% of students having been learning English for 10-12 years. So, in general, the

number of years of learning English of students at College of Sciences is quite fairly.

The ability of speaking English of students. Question 4 : Your speaking English is at which level?

8%

13%

39%

40%

The ability of speaking Englishexcellent good normal bad

Figure 11: Level of competence of students in speaking skills

From the viewpoint of students about their own abilities of speaking English according to the

chart above, we see that although on average they have been learning English for 4-9 years,

the number of students admitting their abilities at low level was the largest, with 40%. Less

than 1% was group of students at normal level while only 8% of students thought that they

spoke English quite well. At good level of speaking English, there were 13% of them. So, for

a long time of learning English, the first year-non English major students at College of

Sciences have seen not much improvement in speaking skills. This may be due to some

reasons such as new environment, new teachers and friends or new teaching method. To help

students learn speaking English better, it is extremely necessary for teachers to take into

consideration students’ abilities in order to find out suitable methods as well as other support.

3.2.2.2 The exposure of students towards language games

Q uestion 5 : Do you know language games (which are used in teaching and learning English through each lesson)?

Choices YES NO

% 85.7% 14.3%

Table 5: The exposure of students towards language games

According to the table, identifying whether students know language games gets a clear result.

More than a half of students asked confirm that they knew language games accounting for

86.7%. In turn, 14.3 % of them did not know language games. Since then, although all

teachers usually do some works before introducing language games in class, some students do

not pay much attention to them. This is because they do not join in language games in the

class, they do not care about them. However, the majority of students knew language games,

which proves language games are not something so strange to students. In other words, until

now they become a popular means in the view of both teachers and students.

Question 6 : Have you ever participated in language games?

The question 6 is designed to know whether students have ever taken part in language games or not.

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77%

23%

Percentage of students who have ever played language games

Yes

No

Figure 12: Students’ experience in playing language games

As the result referred from the question 5, 77% of them said that they have ever played

language games. On the other hand, the rate of students who have never taken part in language

games accounts for 23%. This is one of the main reasons why some students do not know

language games. The results collected in the part of the exposure of students towards language

games play an increasingly important role in investigating some next questions.

3.2.2.3 The advantages of using language games on students

Question 7: What can language games help you to do?

Choices %

Relaxing 7.1

Learning 8.6

Relaxing and learning 78.6

Nothing 5.7

Table 6: The purposes of language games from students’ point of views

From the table of question 7, the majority of students were aware of the value of language

games in their studying. In fact, 78.6% of them regarded the benefit of language games as the

combination of relaxing and learning. While 7.1 % of them thought that language games

helped them to relax only, there were 8.6 % of students supporting the second choice, learning

only. Negatively, there were still 5.7% of students who saw language games with no effect.

Anyway, the combination between learning and relaxing was the greatest advantage that

language games helped students to learn English better.

Question 9 : What benefit do you get from language games?

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Figure 13: The expectation of students from language games

Question 14 : Which aspect of English do you feel that language games can support the most useful?

Aspect of English Number of students

choosing

Percentage

Listening skill 25/140 17.9 %

speaking skills 41/140 29.3 %

reading skills 7/140 5 %

writing skills 5/140 3.6 %

integrated skills 40/140 28.6 %

spelling 5/40 3.6 %

new grammar-structure 1/140 0.7 %

new vocabulary items 6/140 4.3 %

revising the previous lessons 10/140 28.6 %

Table 7: Students’ opinions about the effective use of language games for English subject

Basing on the result of question 7, it was not a surprising when 41.4 %, the highest rate of

students got a chance of obtaining knowledge with pleasure in the question 9. Besides, having

a chance to practice English more, especially speak English held 36.4% of students. 15.1% for

choosing to practice English in general, not any special skill. Other benefits accounted for the

rate less than two above, 4.3% for playing freely without learning and 2.8% for working in

pairs or groups.

In addition, question 14 is designed nearly the same question as we ask teacher group. We

want to find out whether there is any common point between which teachers like to teach most

and which students think the most helpful through using language games. And not much

surprisingly, the contrast between their opinions was not much because speaking and

integrated skills attracted attention of both teachers and students the most. The only thing that

while teachers liked teaching integrated skill more than speaking skill by using language

games, students chose the most helpful aim of language games at speaking skill more than

integrated skill. Anyway, thanks to the difference between them, we will have important

suggestion towards English teachers at College of Sciences.

3.2.2.4 The attitudes and feelings of students towards language games

Question8 : Do you like to play language games?

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67%

29%

4%

Attitudes of studentsyes, very much yes, but not much no. not at all

Figure 14: Attitudes of students towards language games

Question 10 : How do you feel while playing language games?

52%42%

6%

Feelings of students

very comfortable

comfortable

uncomfortble and shy

Figure 15: Feelings of students towards language games

As can be seen from the chart of question 8 and the pie chart of question 10, there was a great

number of students who liked to play language games in class and feel comfortable. Actually,

67% of students said that they liked language games very much, 29% of them also liked, but

not much while all teachers thought that their students liked playing language games very

much. There was still 4% left supposing that language games had no attraction to them. To

some extent, it might be because that they found that playing language games made them

uncomfortable and shy, which accounted for 6%. In turn, 52% of students felt that playing

language games is very comfortable, and 42% for the last choice, comfortable.

Question 12 : What do you often do while playing language games?

Tasks %

discuss into groups or pairs to complete requirements of the

games

47.9

work with your friends and only answer questions of the games

when the teacher asks

29.9

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talk about anything unrelated to the games with classmates 7.9

do nothing and watch other players playing the games 14.3

Table 8: Students’ preferred activities on game-playing stage

Question 8 explores some activities that students during the games. As the result, nearly a

half of them 47.9% usually discuss into groups or pairs to complete requirements of the

games. Other activity that students did was to work with your friends and only answered

questions of the games when the teacher asked, taking 29.9%. Talking about anything

unrelated to the games with classmates and doing nothing and watching other players

playing the games also accounted for a small rate, 7.9% and 14.3%.

For three questions above, we can indicate that most students like to play language games

so much and they want to play actively and comfortably. However, during game-playing

process, some students do not like games and they take a passive part in playing language

games or do nothing.

Question 13 : Do you think that language games have been improving your using English?

57%

44%

0.9%

English improvement of using languaguage games

yes, very much

yes, not much

no, nothing changes

Figure16: Students’ perception on the effectiveness of using language games in

teaching English

Question 17 : In your opinion, should teachers use language games in teaching

activities?

The frequent use of language games %

Yes 61.4

No 12.9

Sometimes 25.7

Table 9: Students’ opinions about the frequency of language games used by teachers

According to the results of question 13 and 17 presented above, more than a half of students,

57% of them thought that language games helped them improve English very much and they

had a desire of being played language games usually, 61.4%. So, it cannot be denied that

language games are very effective and useful towards students’ learning. 44% of them thought

that games have been improved their English, but not much. Only 0.9% left found that their

English had nothing change through using language games. This was because they did not like

and take part in playing language games. What is more, those who wanted games to be used

sometimes were 25.7% while the last 12.9% did not want games at all.

Question 18 : “To learn English well, you need a communicative and practical environment

than just learning alone”?

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86%

14%

Students'opinions about learning english environment

agree

disagree

Figure 17: Students’ opinions about learning English environment

Question 19 : You tend to be afraid of speaking English because:

Reasons %

you don’t have a good environment 12.9

you are not interested in speaking English 5

your expression is not good (although your vocabulary and grammar are fair)

25.7

your knowledge is still limited 56.4

Table 10: Factors preventing students from speaking English

For question 18, the majority of students tended to need a communicative and practical

environment than just learning alone. It can be referred that language games will be a

suitable way to help their preference because only 14% of them, a small number, wanted

to have a quiet environment to learn.

Next, half of the students we have asked with the answer that their knowledge was still

limited, holding 56.4%. This is one of main reasons why they are afraid of speaking

English. Other choices were also important problems preventing them from speaking

English well. The information of question 19 has more practically meaningful to help

teachers find out what difficulties of students in learning speaking English are.

Question 21 : What kind of English lesson do you like most?

Kind of English lesson %

following the order in the textbook 4.3

having new words and structures 25

using a lot of visual aids 27.1

using language games 43.6

Table 11: Kind of lesson that students like best

In addition, from the result of question 20, we knew that lessons with the combination of using

language games was chosen by the first year-non English major students more than ones with

following the order in the textbook (4.3%) having new words and structures (25%) and using a

lot of visual aids (27.1%). This was seen as an important advantage to help us have a specific

suggestion in the next chapter.

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Question 22 : The atmosphere of studying English in the class should be:

91%

9%

The studying atmosphere in class

ebullient and discussible

serious and silent

Figure 18: Students’ preference towards the studying atmosphere in class

As can be seen from the pie chart of question 22, more than 2/3 students equivalently to 91%

of them agreed that the atmosphere of studying English in class should be ebullient and

discussible. Only a small rate of 9% wanted to have serious and silent ones. So, in the process

of teaching, teachers should know this and create students a comfortable environment of

studying with more discussion or arguments in order to help them learn English better.

3.2.2.5 The time when language games can be played

Question 11: When do you like to play language games in your class?

Time %

at the beginning of the lesson 4.3

in the middle of the lesson 41.4

at the end of the lesson 10.7

whenever during the lesson 43.6

Table 12: Time when students like playing language games

The question 11 is designed to know the time when students like to play language games most.

Similarly, all teachers wanted to use language games whenever during the lesson and the rate

of students wanting to play whenever during the lesson was the highest. 41.4% of them

wanted to play at the middle of the lesson. Perhaps, they wanted to have a little relaxation or

entertainment to get a better motivation to continue learning.

3.2.2.6 The information about how often teachers use visual aids

Question 15 : When introducing the games, does your teacher use visual materials? If yes, how often?

usually13% sometimes

24%

rarely57%

never6%

Using visual aids

usually

sometimes

rarely

never

Figure 19: Using visual aids of teachers from students’ point of views

Finding out the teachers’ frequency in using visual aids in language games on students, we

saw that the use of visual aids in language games was at usual level basing on 13% of

students’ view whereas 24% of them supposed that teachers sometimes used visual aids. The

highest rate of students finding the use of visual aids of teachers rarely was 57%. The last was

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6% for never use. The never or rare use visual aids of teachers reduced the effect of language

games and did not attract all students’ attention.

3.2.2.7 The number of using language games in class

Question 16 : What do you think about the number of language games used?

Figure 20: Students’ opinions about the number of games used in class

As the result shown, language games in class was used not much. The highest number of

students supposed that the use of language games was too few, accounting for 62.9%.

Only 22.1% of students thought that it was enough. And 15% of them saw that the use of

language games in class was a little much. So, a lot of students wanted their teachers to use

more language games in class to help them enable to get relaxing and learning,

3.2.2.8 The types of language games students like best

Question 20 : Which language games do you like best?

Some types of language games %

Listening to English songs 23.1

Speaking games 22

Writing games 11.4

Grammar games 19.3

Vocabulary games 10.7

Pronunciation games 13.5

Table 13: Some types of language games that students like bestAccording the tables of this question above, we can see that listening to English songs was

a type of language games that students liked best, accounting for 23.1%. Then, the second

favorite type of language games was speaking games, which held 22%, less than the first

choice by 1.1%. The left students liked other types of language games but the rate of

disparity was not much. Only grammar games took a higher rate of 19.3%.

3.2.2.9 The opinions of students about what their teachers should do in class.

Question 23 : What should your teachers do in class?

The teachers’ work %

let students work in pairs or groups 26.4

ask students to sit seriously and do exercises orderly 5.7

let students talk in English 13.6

combine learning and playing English games for relaxing 54.3

Table 14: The opinions of students about what their teachers should do in class

As can be seen from the table 15, more than a half of the students wanted their teachers to

combine learning and playing English games for relaxing, held the highest rate of 54.3%.

26.4% of them, in turn liked to be worked in pairs or groups to do exercise in the course book.

Only 13.6% of students wanted to talk in English in class and the smallest rate of 5.7% of

them wanted their teachers to ask them to sit seriously and do exercises orderly.

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3.2.2.10 The importance of using language games in learning speaking skills on

students.

Question 24 : The role of language games in promoting students’ process of learning

speaking English skills?

34%

54%

12%

The importance of language games on students

very impor-tant

important

no role

Figure 21: Students’ attitude towards the roles of language games

An option of 54% of students pointed out that language games played an important role in

promoting their process of learning speaking English skills, according to the chart. 34% of

them realized that language games were very important. On the other hand, still 12% left saw

no role of language games in their learning speaking skills. In general, with the majority of

students finding language games important and very important towards their learning speaking

skills, all teachers at College of sciences should carry out language games in class as much as

possible to help them have a chance to practice more.

3.2.3 Analysis of the findings from class observation

3.2.3.1 Class observation reports

The aims of using the observation method are to examine and clarify practical advantages,

effectiveness of language games as well as their disadvantages in teaching and learning

speaking skills in some classes; to find out how teachers use language games on their teaching

speaking process; and to explore the attitudes of both teachers and students towards language

games as well as whether the teachers’ choices of language games are suitable.

As for subject of observation method, we decided to choose two different classes in the second

term of the first year, namely ENG132N32 and ENG132N25, at the College of Sciences. We

observed twice class ENG132N32 in two different speaking lessons and class ENG132N25

once. It should be remembered that the content of lessons for both classes are the same. In the

class ENG132N32, the first lesson was used language games but the second one was not. And

in the class ENG132N25, none of the lessons is used language games.

3.2.3.1.1 Class observation report 1

Class: ENG132N32

Lesson: Unit 9: Food and drink (New Headway - Elementary)

Skill: Speaking

a. Brief description of the class activities:

The lesson aimed at helping students practice speaking about the topic food and drink.

During this lesson, teacher used two games (“guessing food” and “Yuck”) to help students

develop their speaking abilities. Students worked in pairs, in groups and in teams to join

all speaking activities. Teacher played the role as the guider, the referee and the informant.

b. Strengths of the lesson:

Students joined all the activities actively and enthusiastically. They seemed to enjoy the

lesson. More importantly, all of the students were able to participate and had chances to

speak. Also, the teacher had a good variety of activities through suitable games and this

made the lessons run smoothly and there was no chance for the students to get distracted.

c. Weak points of the lesson:

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There was rather large number of students in the class, therefore, noise made by students

while moving, discussing in all speaking activities couldn’t be avoided.

3.2.3.1.2 Class observation report 2

Class: ENG132N32

Lesson: Unit 10: Bigger and better (New Headway - Elementary)

Skill: Speaking

a. Brief description of the class activities:

The lesson aimed at helping students practice speaking about life in the city and life in the

country by using comparative form of adjectives. To help students develop their speaking

abilities, the teacher guided students by giving some examples. Students discussed in pairs

and spoke individually in front of the class. Some of the students were called to answer

teacher’s questions. Teacher played the role as the guider, the controller and the

questioner.

b. Strengths of the lesson:

The first strength was the discipline. The students well-behaved and this made the lesson

run smoothly. Teacher used a variety of questions to force students speak. Nearly a half

of the students had chance to speak.

c. Weak points of the lesson:

Students participated in activities passively. Some shy students didn’t join all activities.

The class was a bit noisy because some students talked privately. The studying atmosphere

was rather boring. Many students got distracted.

3.2.3.1.3 Class observation report 3

Class: ENG132N25

Lesson: Unit 9: Food and drink (New Headway - Elementary)

Skill: Speaking

a. Brief description of the class activities:

The lesson aimed at helping students practice speaking about the topic food and drink. To

help students develop their speaking abilities, the teacher lets students work in pairs to

discuss and match the name of food with the correct pictures in course book. Students,

then, discussed in groups about their favorite food. Some students were called to make

presentation in front of the class.

b. Strengths of the lesson:

The first strength was the discipline. The students well-behaved and this made the lesson

run smoothly. Teacher used a variety of questions to force students speak. Half of the

students had chance to speak.

c. Weak points of the lesson:

Students participated in activities passively. Some shy students didn’t join all activities.

The class was a bit noisy because some students talked privately. The studying atmosphere

was rather boring. Many students got distracted.

3.2.3.2 The results of observation

3.2.3.2.1 The first comparison between lessons in the same class.

The first comparison is made between two English speaking periods in the same class

(ENG132N32). Because the number of students in the class is crowded and the table

arrangement is inconvenient, it’s really hard for teacher to organize all speaking activities.

From the class observations, we find that in the first period of English speaking lesson

where teacher used language games, the atmosphere of class is very cheerful. In speaking

lesson of unit 9, the teacher used two types of language games. They are “guessing food”,

used as a warming-up activity and “Yuck”, used to help students describe which food or drink

they like or dislike as well as their feelings about food and drink.

That first game made them very curious and comfortable. Furthermore, it could help them to

know what their teacher would do next. Anyway, most of them said they liked it and wanted

that games to take longer.

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During the second game, the teacher acted as informants, correctors, and referees for

both teams of the class. From the observation, most students had positive attitudes towards

speaking games of the teacher. Members of two teams participated in the games actively,

enthusiastically, and fully of joy. They were very comfortable and excited when discussing in

pairs, especially in groups, in team. Many students of each team finished the requirements of

the games successfully. Interestingly, most students seemed very confident in speaking

English. Partly, it was due to the interesting and familiar topic of unit 9. In general, the games

that the teachers used in the class ENG132N32 are really useful and successful. The feedback

of the teacher helps them find out their mistakes and know how to use correctly.

The second observation was still carried out in the class ENG132N32 with no use of

any language games for the speaking lesson of Unit 10. As can be seen in the observation

report 2, the studying atmosphere of this class was very quiet and a bit boring. Apart from few

students actively took part in the lessons, most of the students either said nothing or talked to

their classmates. Only when teachers asked them to speak, did they really speak reluctantly.

Only a few students have chances to speak during the lesson. For the teacher, she had to spend

much time speaking and lecturing. The student-student interaction and the student-teacher one

as well were very limited. It seemed quite different from the learning atmosphere that we

observed before. Moreover, because students were not interested in the lesson and due to some

other factors, the lesson of that day could not finish successfully as the teacher expected.

Many students did not speak English much by practicing using the comparatives. The lesson

made them feel tired, stressful and uncomfortably. Finally, with two observations in the same

class ENG132N32, we got the different findings. For the first lesson with the use of language

games, everything seems better than the second one with no use at all.

3.2.3.2.2 The second comparison between two different classes with the same lesson.

The second comparison is in turn made between two classes ENG132N25 and ENG132N32

with the same lesson, unit 9. And the result we got from class observation states that with the

same lesson and the same language items, but with the different teachers using different

methodologies, the effectiveness of teaching and learning is very different.

The result of the first observation that we carried out in the class ENG132N32 with the

use of language games are shown clearly in some previous paragraphs. Next, with the same

lesson, we observed in the class ENG132N25. The disparity of the number of students

between two classes is not much. When the lesson began for some minutes, we saw not much

interest from students in the class ENG132N25 in compared with in class ENG132N32. And

something in the class ENG132N25 was the same with the second observation in class

ENG132N32 such as the boring atmosphere, the low speed of lesson and so on. Students in

class ENG132N25 learned in a passive way. In fact, some students only spoke when the

teacher asked.

In class ENG132N32, students were very eager and talkative with the topic food and

drink. They created a bit noise but this, according to the teacher of the class, was unavoidable

because it was the result of students’ enthusiasm and excitement while they were playing

games. For class ENG132N25, the atmosphere was so silent. Sometimes, noise was made due

to students’ talking privately. So, with the same lesson, the result was so different between

ENG132N32 class with the use of language games and ENG132N25class without using.

Many students in ENG132N25 class could not remember the name of some familiar food

although the lesson passed a half.

To sum up, from class observation, we see that the advantages of language games

towards the students’ learning speaking English are clear. It helps teachers call the attention of

the student right from the time when language games are used. Moreover, it is seen as one of

the best methods to promote students in their learning speaking. They have more chances to

practice speaking English as well as to improve their abilities to communicate with friends and

teachers. They learn how to think in English and express it correctly and fluently. Language

games are a big motivation to help them to compete with each other and between teams and

cooperate as well. It helps them absorb knowledge better with getting much funny and

relaxing. This combination makes them feel very comfortable and take an active role in

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learning speaking English. However, from class observation, we also find out some difficulties

when language games are carried out. Having too many students in the class is the biggest

problem, which leads to the appearance of much noise. In addition, the mix-up of students’

ability also creates difficulty to the result of using language games. These difficulties are

partly from the fact that this College has no special lab for foreign subjects and there are not

enough books of language games for teachers to study.

3.3 INTERPRETATION OF FINDINGS

Basing on all results we got, this part mainly focuses on interpretation from findings, stating

some advantages and obstacles of using language games towards the first year non-English

major students at College of Science, Thai Nguyen University.

3.3.1 Some advantages of findings on the use of language games.

The analysis of mentioned results helps us to have an overview on the practical use of

language games in learning English, especially speaking skills. In general, the use of language

games in teaching speaking skill now is very popular. Teachers at almost schools in our

country have ever used games in their teaching process. The only thing is that whether the use

of language games is enough and effective or not. And according to the rapid development of

science and technology today, students know many games but what about games for

language? The positive side of findings at College of Sciences will be a useful source for those

who are interested in.

There is a common point of view between language teachers and students at College of

Sciences on the importance of language games in the teaching and learning English. Most of

them appreciate the vital role of language games because of their effectiveness. The

combination of relaxing and learning is the biggest support to them. It must be admitted that

most teachers and students have a positive attitude towards language games. Many students

have a desire of playing language games more and more in class because they want to practice

English more under the teachers’ guidance together with getting fun. So, the purposes of using

language games of teacher are the same with students’ feeling.

In addition, most students take part in the lessons actively and try to achieve the goals of

games. As for them, language games are seen not only to get high motivation in learning and a

chance to work in groups, pairs but also to create competition and cooperation in student’s

learning. For the class used language games, the atmosphere is quite different from others.

They bring pleasure to learn and narrow the distance between students and teachers. Some

students want language games to be used at the beginning of the lesson as warming up

activity. Many others want them to be operated as drills to promote students’ interaction in the

middle of lesson. And as most teachers’ attitude, a lot of students want language games to be

used whenever during the lessons.

Moreover, a great deal of students finds their improvement in learning speaking English

through playing language games. One more contribution is the use of visual aids on language

games, which really creates a high effectiveness. The majority of students say they need to

have a discussible environment. This is a good point for teachers to carry out language games

in class.

From the result of findings, we find that many advantages of language games are

confirmed and tested. It is also the result of using language games much from teachers.

3.3.2 Some obstacles and difficulties

Some obstacles and difficulties when using language games are shown clearly from the

findings. Although the first year non-English major students have experienced English for

many years, their English speaking ability on average is not good. Some reasons have also

been analyzed already. This causes a very first obstacle towards teachers in how to help them

improve their speaking English and how to satisfy students’ demand in practicing this skill. To

help students learn speaking English better, it is extremely necessary for teachers to take into

consideration students’ abilities in order to find out suitable methods as well as other support.

Next, some students even do not know language games as well as participate in

language games. And when games are being played, they do nothing or talk with other friends.

In addition, using language games in class consisting of too many students is one of the

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highest challenges for teachers. It becomes more difficult to choose suitable games for them

and it is not easy to provide enough materials for a game used in class.

Also, using visual aids of teachers on language games is not usual. Some bad results

such as noise, little preparation make teachers use language games less than ever.

Last but not least, there is a mismatch between students and teachers on the use of

language games in the aspect of English. Teaching integrated skill with the use of language

games is preferred by most teachers while speaking skill, which students think the use of

language games will be more useful than others, is very important.

In brief, with some listed difficulties above will help us have specific and practical

suggestions in the next chapter.

CHAPTER FOUR

CONCLUSION AND RECOMMENDATIONS

We have stated out basic points relating to the current situation of using language games

towards teaching and learning speaking English at College of Science, Thai Nguyen

University as well as the desires of both teachers and students, and some other useful

information. The last chapter provides a conclusion for the study. Firstly, a brief overview and

summary of the main chapters are mentioned. Then, we would like to give some possible

suggestion on ways to use language games in the teaching and learning English speaking skill

better as well as how to restrict some existing difficulties.

4.1 Conclusion

This study has provided a brief overview of language games in teaching and learning English

in general and speaking skills in particular by stating their background, advantages, some

types of language games and summarizing the other relevant literature. In fact, there have been

many scholars writing about the topic but for English in general, only a little for speaking skill

and for this subject, it seems less than others.

In the process of studying the matter of using language games in the teaching and

learning speaking skill for the first year non-English major students at College of Science, we

also investigated and clarified the reality of the attitude of both teachers and towards language

games, their preference of using language games, some advantages, effectiveness of using

them and some obstacles as well. Then from presentation, analysis and interpretation of the

findings, we find out that all teachers of English at College of Science have positive points of

view towards language games. They try to use them effectively in teaching speaking in order

lxix

to help students improve their ability of speaking English, have a chance to work in pairs,

groups, promote competition and cooperation among them and get much fun together their

learning comfortably. However, they do not meet students’ demand at all. From the results of

class observation, it proves the reality of using language games brings about a lot of

advantages. It helps us to examine some chosen speaking games and clarify their real results.

It is generally accepted from most of teacher and student that language games in English are

distributed to all English aspects. Because teachers are deficient in skills and experiences of

using language games partly, some students in this school still do not have a general view of

language games or dislike language games.

Though there have been many books on language games so far, few of them

emphasize the language games for speaking skill towards non English major students. This

study discussed in detail the phenomenon with some statics collected. It is organized in a clear

way to help readers find it easy to get the general ideas about the reality of issues. In the study,

people can find many clear definitions of language games and constructive suggestions for

each type of language games. Necessary information for studying the topic is mentioned

carefully.

Below some recommendations on improving the quality and effectiveness of

teaching and learning speaking English through using language games are going to be

discussed in more details.

4.3 Recommendations

4.3.1 Some suggestions for language teachers at College Sciences.

It is no doubt that using language games plays an extremely important role in motivating

students to learn English, especially speaking skills. The findings help teachers have a more

truthful look at their students’ level of speaking English. We see that although the first year

non-major students spent many years learning English, their English communicative abilities,

are at low level. Thus, teachers should pay more attention to the reality of students’ level to

help them improve it by taking advantage of using language games.

Secondly, language games should be introduced frequently at College of Sciences but

not to an exceeding level. Teachers should apply them more in class to satisfy the students’

desire to be participated in more often. However, they should not make them become a

meaningless habit such as playing Hangman every Monday. The elements of surprise and

variety should be carefully maintained and selected. As Clark, C. Abt. (1970) remarked in

“Serious games” that “the growing trend toward increased game use in the classroom is

likely to continue into future as schools seek additional ways to make learning active, relevant,

and exciting for students and teachers and to lower the barriers which often make school

“foreign” to young students” (Clark, C. Abt. 1970:20).

More importantly, all language teachers at this College should be aware of their roles

when using language games in class to make sure that they do not interfere students’

performance too much or give their comments or feedback at unsuitable time.

Next, to overcome some difficulties like the limitation of time, preparation, noise,

mixed-ability of students and so on, teachers should spend more time choosing suitable time

and suitable games for their students and keep language games carefully for longer using.

Teachers should use visual aids to increase the success of the language games

In addition, when using games, teachers should observe his or her students, class’s

atmosphere and whether students are interested in or not in order to know the point of stop,

control the class better and limit some bad influences on the next-to class. It is advisable that

language games should be used in flexible way to gain the most benefit for their teaching

Moreover, the interaction between student-student and teacher-student need to be

improved. Most teachers at the College have ever been using language games for a clear aim

that is learning and relaxing. However, in the class when language games are used, teachers

should notice more the ways to make their students speak in English. They can ask them more

information after finishing games. Some comments, feedbacks of teachers are very necessary

to students. Try to note down students’ errors in speaking more than other aspects. Try to

stimulate them to have a desire of practicing speaking English more.

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Last but not least, teachers of English at the College should notice the time of using

language games. The majority of teachers usually use them for about 10 minutes. There is a

variety of language games and this means that the time for using it should not be the same and

repeated all time. It is very necessary for them to decide that a language game should be used

as a warm-up activity at the beginning of a lesson, a drill in the middle or reinforcing part at

the end of lesson.

In short, the problems and some suggestions we have pointed out above aimed for

effective speaking teaching. They are based on the findings that we have studied carefully in

the previous chapter. Learning activities of students are consequently selected according to

how well teachers engage their students in meaningful and authentic language use rather than

only mechanical practice of language patterns to achieve the accuracy in language forms.

Teachers should take notice of some suggestions above so that students’ continuing interest

and involvement in the language performance can be ensured. This demands teachers’ high

adaptability and flexibility of using language games in their teaching speaking English. So, the

teaching methodologies of teachers and learning methods of students and the goal still seems

to be far from their reach. They need to be narrowed through the helps of teachers partly. The

choice of using language games is a good idea for them to apply more often and effective.

In this section, we also would like to suggest some language games for teaching

speaking skills towards the first year non-major students according to their course book “New

headway”. It is listed in detail in the appendix IV.

4.3.2 Hints and suggestions for using language games on teaching speaking skills.

After studying the topic and basing on some findings, we suggest a five-step guide to help

teachers at College of Sciences in particular, and teachers at all schools study more detailed.

Students may wish to play games purely for fun. Teachers, however, need more convincing

reasons for the combination between learning and relaxing of language games. “Teachers

need to consider which games to use, when to use them, how to link them up with the syllabus,

textbook or program and how, more specifically, different games will benefit students in

different ways” (Khan, J.1996). The key to a successful language game is that the rules are

clear, the ultimate goal is well defined and the game must be fun.

The first task is to choose the suitable speaking games or activities. The use of any

language games given in the class must be matched to the levels of first year non-major

students, their knowledge and reaction as well. A game can be effective in this class but may

not in others. According to Carrier (1980) teachers should first consider the level of the game

to fit their students' language level. They should choose the game that fits the purposes of that

class or the content. Moreover, teachers should consider students' chracteristics: whether they

are old or young, serious-minded or light-hearted, and highly motivated to learn or not. They

should also consider when the game should be used because there is a big difference between

using the game in the morning or in the afternoon, on Monday or Friday. Therefore, it is

necessary for teachers to choose a suitable time for a language game. Well-chosen games are

invaluable as teachers give students a break and at the same time, it also allows students to

practise language skills. Whenever a game is to be conducted, the number of students,

proficiency level, cultural context, timing, learning topic, and the classroom settings are

factors that should be taken into account. It means that teachers’ choice depends on the

collection of language games and depends on the stages organized in their lessons. Getting to

know students’ enjoyment is as important as finding out what they are keen on. If the teachers

fail in this step, they will never find the right way leading to successful applications.

Secondly, organizing the class is also a hard work. Diving the class into pairs or

groups depend on the requirements of each language games and asks them to move round

when forming groups. Especially, it is very important not to play a game for too long. Students

will begin to lose interest. It is best to stop a game at its peak.

Thirdly, giving instructions clearly and make sure that all the students understand the

rules of games. The very important point to be avoided is giving such difficult and abstract

instructions that hardly do all students understand what they have heard. When giving

instructions to beginners, a few words in the mother tongue would be the quickest way to

lxxiii

make everything clear. More English exposure is needed at a later stage. Games are best set up

by demonstration rather than by lengthy explanation.

Next, during the game-playing stage, go from group to group checking if all students

know what to do basing on the instruction given. Then go again and encourage students in

their work and if necessary, teacher can give some suggestions to any groups that work least

effectively.

Finally, when the time is going to be over, remind students to finish the task quickly. It

is better to announce in a loud voice. As can be seen, generally, it is not difficult to apply a

language games in teaching English, especially speaking skill. However, it is not easy to

succeed in using language games for the first year-non English major students at College as

we have ever expected.

Some suggested steps above will help teachers find a good way leading to the success

of using language games in their teaching speaking skill for their students. Skillful language

teachers, who always seeks for methods of creating enjoyable lessons, will find it easy and

more interesting to compile a lesson plan in which language games and activities play an

important role in stimulating students to improve their speaking skill’s ability. They also help

students feel lessons at ease to study.

4.3.3 Some suggestions in using visual aids effectively

Using visual aids for language games are also taking a necessary role in applying language

games successfully. From the findings, we know that not many teachers used visual aids with

language games. We suggest some familiar kinds of visual aids to help them in general and

others who are interested in to run language games more smoothly and attractively. Certainly,

there are many kinds of materials used in language games. In this part, we only want to focus

on some kinds that are very simple, available and relevant to speaking games for students.

Firstly, a blackboard is the most simple and useful kind of visual aids. Many teachers

find it easy to take advantage of. It can be used as a way to ensure that teacher’s instructions

are clearer. The whole class can see suggested words or signals or use it to draw table in

“information-gap” or “describe and draw” games for example. All things written on the

blackboard can be erased, added or substituted quickly and easily. And it is said that

blackboard is not only a simple and convenient visual aid but an economical one.

Secondly, authentic printed materials seem to be very effective visual aids because it helps

teachers save much time in class. They include anything written and printed in English or

technical instructions for equipment, handouts, posters and so on. But it should be noticed that

nowadays many students are often curiously motivated by the printed materials with vivid and

colorful pictures. Thus, to attract students’ attention, it will be more useful if teachers have

original copies of authentic printed materials.

In addition, other visual aid is known as flash cards. They are simply cards with some

pictures or words that can help teachers partly in using language games. Flash cards are also

easy and inexpensive to prepare. Teachers, themselves can draw or design anything that

related the game they choose to operate in class. Moreover, teachers also can choose real

objects as visual aids in class. This advantage of this visual aid is that teachers have no need to

prepare because they are anything in class that students can see or they also can be something

that teachers have to bring easily in class.

There are many different visual aids that can be found available in life and other sources.

Some suggested visual aids we mentioned here are very helpful in accordance with using

language games in their teaching. However, it is not enough and need to be supplied more in

further study.

In conclusion, the problems and technique that we stated in this study are aimed for

helping the use of language games in teaching and learning speaking English better for non

English major students in Universities and College. The author hope that this one can be of

some value for teachers in general and language teachers at College of Sciences.

lxxv

REFERENCES

1. Liz & John Soars. “New Headway English course”. Oxford University Press

2. Jasone Cenoz and Fred Genesee (1998). “Beyond Bilingualism: Multilingualism and

Multilingual Education” (Multilingual Matters). Multilingual Matters Ltd (November

1998), Publisher.

3. Richard and Marjorie Baudains (1990). “ALTERNATIVES”. Pilgrims-Longman, 1990.

4. Gibbs, G. I. (1974) Handbook of games and simulation exercises London: E. & F. N. Spon

Ltd.

5. Hadfield, J. (1990). A Collection of Games and Activities for Low to Mid-Intermediate

students of English. “Intermediate Communication Games”. Hong Kong: Thomus and

Nelson and Nelson and Sons Ltd.

6. Rixon, S. (1981). “How to use games in language teaching”. London: Modern English

Publications.

7. Lewis, G., & Bedson, G. (1999). “Games for children”. Oxford: Oxford University Press.

8. Greenall, S. (1984). “Language games and activities”. Great Britain: Hulton Educational

Publications Ltd.

9. Hansen, M. (1994). Grajmy w jezyku francuskim. Jezyki Obce w Szkole. March-April, pp.

118-121

10. Jeremy Harmer (1991). (eds). The practice of English Language Teaching. London:

longman

11. Ormrod (2003) (from http://teachers.greenville.k12.sc.us/sites/yandrews/Pages

/Factors Contributing to Learning.aspx)

12. Andrew Wright, David Betteridge and Michael Buckby (1984). (2nd. Ed). “Games for

Language Learning”. Cambridge University Press, 1984.

13. Aydan Ersoz (2000). “Six Games for the EFL/ESL Classroom”. (The Internet TESL

Journal, Vol. VI, No. 6, June 2000). (http://iteslj.org/Lessons/Ersoz Games.html).

14. Avedon, M.E. and B.S.Brian. 1971. Learning Through Games. “The Study of Games”.

New York: John Wiley & Sons, Inc: pp 315-321.

15. Lee Su Kim. “Creative Games for the Language”. Class Forum Vol. 33 No 1, January -

March 1995, Page 35. (http://www.teflgames.com/why.html).

16. Lee, W. R. (1979). “Language teaching games and contests”. Oxford: Oxford University

Press.

17. Carrier, M. (1980). “Games and Activities for the Language Teachers”. Thomas Nelson

and Sons Ltd.

18. Guthrie, J.T., & Wigfield, A. (2000). Engagement and motivation in reading. In M.L.

Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), “Handbook of reading research:

Volume III” (pp. 403-422). New York: Erlbaum.

19. Burns, R. B. (1999). “Quantitative and Qualitative Collaborative Action Research for

English language teachers”. Cambridge: Cambridge University Press.

20. Verma, G. K. & Mallick, K. (1999). “Researching Education: Perspectives and

Techniques”. Falmer Press.

21. Brown, J. D. (2001). “Using Surveys in Language Programs”. Cambridge, UK:

Cambridge University Press.

22. Clark, C. Abt. (1970). “Serious Games”. New York: Viking Press.

lxxvii

Appendix I

QUESTIONNAIRE FOR TEACHERS

This survey questionnaire is designed for my study on “using language games in English

speaking skills for the first year non-major students at Thai Nguyen University, College of

Sciences”. Your assistance in fulfilling the following items is greatly appreciated and

important. You can be confident that you will not be identified in any discussion of the data.

Please circle or answer where appropriate.

1. Have you ever used language games in your teaching process?

a, yes b, no

2. Do you like teaching speaking skills through games?

a, yes b, no

3. What are the purposes of using language games in your teaching process?

a, relaxing c, relaxing and learning

b, learning d, time filling in

4. Which aspect of English do you use language games to teach most?

a, listening skills f, spelling

b, speaking skills g, new grammar-structure

c, reading skills h, new vocabulary items

d, writing skills i, revising the previous lessons

e, integrated skills j, pronunciation

5. How often do you use language games?

a, usually b, sometimes c, rarely d, never

6. What do you think about the use of language games in teaching speaking skills?

a, very effective b, effective c, ineffective d, neutral

7. How do you think of language games in the process of teaching speaking skills?

a, very important b, important c, unimportant d, neutral

8. Do your students like playing language games?

a, yes, very much b, yes, but not much c, no, not at all

9. What difficulties do you cope with when using language games in your class?a, too many students b, seize of class c, much noise

d, mixed-ability of students e, others (please write down...)

10. What are benefits of using language games in your lessons?

a, creating high motivation towards learning English of students.

b, promoting the co-operation and competition among students

c, improving the ability of students in communication, especially speaking skills

d, others (please write down…..)

11. When do you use language games in your class?

a, at the beginning of the lesson b, at the middle of the lesson

c, at the end of the lesson d, whenever during the lesson

12. What do you often do before introducing games to your students?

a, explaining to the students how to play the games b, organizing the class

c, preparing the games carefully d, all of the above

13. How long does it take you to apply language games in the class?

a, about 5 minutes b, about 10 minutes c, over 10 minutes

14. If you have a pack of games, will you use it in your class?

a, yes b, no

15. If your answer is “no” for the question number 14, why?

a, it takes a lot of time to play b, you have to prepare the game carefully

c, you are afraid of being blamed lazy d, the game makes the class too noisy.

lxxix

Thank you for your cooperation!!!

Appendix II

QUESTIONNAIRE FOR THE FIRST YEAR-NON ENGLISH

MAJOR STUDENTS

1. You are………… a, male b, female

2. You are at the age of……

a, 18-19 b, 20-21 c, 22-23 d, other (write down………….)

3. How many years do you experienced English?

a, 1-3 years b, 4-6 years c, 7-9 years d, 10-12 years

4. Your speaking English is at which level?

a, excellent b, good c, normal d, low

5. Do you know language games (which are used in teaching and learning English through each lesson) ? a, yes. b, no.

6. Have you ever participated in English language games?

a, yes. b, no.

7. What can language games help you to do?

a, relaxing b, learning c, both relaxing and learning d, nothing

8. Do you like to play language games?a, yes, very much b, yes, but not much c, no, not at all

9. What benefit do you get from language games?

a, chance to work in pairs or in groups.

b, chance to obtain knowledge with pleasure.

c, chance to practice English more.

d, chance to practice English more, especially speaking skills.

e, chance to play freely without learning.

f, others (please write down…)

10. How do you feel while playing language games?

a, very comfortable b, comfortable

c, uncomfortable and shy d, others (please write down…)

11. When do you like to play language games in your class?

a, at the beginning of the lesson b, in the middle of the lesson.

c, at the end of the lesson d, whenever during the lesson.

12. What do you often do while playing language games?

a, discuss into groups or pairs to complete requirements of the games.

b, work with your friends and only answer questions of the games when the teacher asks.

c, talk about anything unrelated to the games with classmates.

d, do nothing and watch other players playing the games.

e, others (please write down…)

13. Do you think that language games have been improving your using English?

a, yes, very much b, yes, not much c, no, nothing changes.

14. Which aspect of English do you feel that language games can support the most useful?

a, listening skills f, spelling

b, speaking skills g, new grammar-structure

c, reading skills h, new vocabulary items

d, writing skills j, revising the previous lessons

e, integrated skills

15. When introducing the games, does your teacher use visual materials? If yes, how often?

a, yes, usually b, yes, but sometimes bb c, yes, but rarely d, never

16. What do you think about the number of language games used in your class?

a, many b, enough c, too few d, others (write down)

17. In your opinion, should teachers use language games in teaching activities?

a, yes b, no c, sometimes

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18. “To learn English well, you need a communicative and practical environment than just

learning alone”? a, agree b, disagree

19. You tend to be afraid of speaking English because:

a, you don’t have a good environment.

b, you are not interested in speaking English.

c, your expression is not good (although your vocabulary and grammar are fair)

d, your knowledge is still limited.

20. Which language games do you like best? (choose three)

a, listening to English songs d, grammar

b, speaking e, vocabulary

c, writing f, pronunciation

21. What kind of English lesson do you like most?a, following the order in the textbookb, having new words and structures

c, using a lot of visual aids

d, using language games

22. The atmosphere of studying English in the class should be:

a, ebullient and discussible b, serious and silent

23. What should your teacher do?

a, let students work in pairs or groups

b, ask students to sit seriously and do exercise orderly

c, let students talk in English

d, combine learning and playing English games for relaxing

24. The role of language games in promoting students’ process of learning speaking English skills?

a, very important b, important c, no role d , other ideas

Thank you for your cooperation!!!

Appendix III

CÂU HỎI ĐIỀU TRA

Để giúp chúng tôi có đầy đủ tài liệu sinh động và xác thực cho việc làm nghiên cứu khoa học,

chúng tôi rất mong nhận được sự giúp đỡ của các bạn thông qua việc khoanh tròn các thông

tin mà theo bạn đó là phù hợp nhất:

1. Bạn là.............................? a, Nam b, Nữ

2. Bạn thuộc độ tuổi nào?

a, 18-19 b, 20-21 c, 22-23 d, ý kiến khác…………

3. Bạn đã có bao nhiêu năm kinh nghiệm học Tiếng Anh?

a, 12 năm b, 7 năm c, 3 năm d, ý kiến khác………….

4. Bạn nói Tiếng Anh thế nào?

a, thành thạo b, khá c, trung bình d, yếu

5. Bạn có biết trò chơi ngôn ngữ (language games) là gì không? (Đó là các trò chơi được sử dụng trong việc dạy và học Tiếng Anh qua các bài học).

a, Có b, Không

6. Bạn đã từng tham gia các trò chơi Tiếng Anh nào chưa?

a, Có b, Không7. Theo ban, sử dụng trò chơi trong quá trình dạy và học nói Tiếng Anh giúp bạn:

a, thư giãn, giải trí b, học c, học và giải trí d, chẳng gì cả.

8. Bạn có thích chơi trò chơi Tiếng Anh không?

a, có, rất nhiều b, có, nhưng không nhiều c, không

lxxxiii

9. Những lợi ích nào mà bạn có thể đạt được từ trò chơi Tiếng Anh?

a, cơ hội để làm việc theo cặp hoặc theo nhóm.b, cơ hội để thu nhận kiến thức cùng với giải trí.c, cơ hội để thực hành Tiếng Anh nhiều hơn.d, cơ hội để thực hành Tiếng Anh nhiều hơn, đặc biệt là kỹ năng nói.e, cơ hội để có thể chơi tự do mà không phải học.f, ý kiến khác………………………………………………………………..

10. Bạn cảm thấy như thế nào khi chơi trò chơi Tiếng Anh?

a, rất thoải mái b, thoải mái

c, không thoải mái và xấu hổ d, ý kiến khác……………………………

11. Theo ban, khi nào bạn thích chơi trò chơi Tiếng Anh trong lớp?

a, lúc bắt đầu bài học b, giữa bài họcc, cuối bài học d, bất cứ khi nào trong suốt bài học.

12. Bạn thường làm gì trong khi chơi trò chơi Tiếng Anh?

a, thảo luận theo nhóm hoặc theo cặp để hoàn thành những yêu cầu của trò chơi.b, làm việc với bạn của mình và chỉ trả lời câu hỏi khi giáo viên hỏi.c, nói chuyện với bạn cùng lớp về mọi thứ nhưng không liên quan gì tới trò chơi.d, chẳng làm gì và nhìn các bạn khác chơi.e, ý kiến khác………………………………………………………………………

13. Theo bạn, trò chơi ngôn ngữ có giúp bạn cải thiện Tiếng Anh không?

a, có, rất nhiều b, có, nhưng không nhiều c, không, chẳng thay đổi gì.

14. Bạn cảm thấy trò chơi ngôn ngữ có thể hỗ trợ mặt nào hiệu quả nhất?

a, kỹ năng nghe f, cách viết từb, kỹ năng nói g, cấu trúc ngữ pháp mớic, kỹ năng đọc h, từ vựng mớid, kỹ năng viết j, ôn bài cũe, phối hợp các kỹ năng

15. Khi giới thiệu trò chơi, giáo viên của bạn có thường sử dụng các hỗ trợ khác (hình ảnh, tranh, bảng….) không? Nếu có, việc sử dụng có thường xuyên không?

a, có, thường xuyên c, có, nhưng rất hiếm khi

b, có, nhưng thỉnh thoảng d, không bao giờ16. Theo bạn, số lượng trò chơi ngôn ngữ được sử dụng trong lớp như thế là

a, nhiều b, đủ c, quá ít d, ý kiến khác……………

17. Theo bạn, giáo viên có nên thường xuyên sử dụng trò chơi Tiếng Anh trong giờ học không?

a, có b, không c, thỉnh thoảng

18. Để học Tiếng Anh tốt, bạn cần một môi trường giao tiếp và thực hành hơn là ngồi một mình.

a, tán thành b, không tán thành

19. Bạn ngại nói Tiếng Anh vì

a, bạn không có môi trường phù hợp

b, không có hứng thú

c, khả năng diễn đạt chưa tốt (dù vốn từ vựng và ngữ pháp tương đối)

d, vốn kiến thức còn hạn chế

20. Loại trò chơi Tiếng Anh nào bạn thích nhất (chọn 3)?

a, nghe bài hát Tiếng Anh d, ngữ phápb, nói e, từ vựngc, viết f, ngữ âm

21. Bạn có hứng thú tiếp thu những loại bài giảng Tiếng Anh nào nhất?

a, theo đúng thứ tự sắp xếp trong giáo trìnhb, có nhiều kiến thức mới lạ về ngữ pháp và từ vựngc, có nhiều hình ảnh minh họad, có kèm các trò chơi ngôn ngữ

22. Không khí học tập Tiếng Anh trong lớp nên

a, sôi nổi, thảo luận b, nghiêm túc, trật tự

23. Giáo viên của bạn nên làm gì trên lớp?

a, cho sinh viên luyện tập thành từng cặp hoặc theo nhóm

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b, bắt sinh viên ngồi trật tự và làm bàic, cho phép sinh viên nói chuyện nhưng phải sử dụng Tiếng Anhd, giúp sinh viên vừa học vừa thư giãn thong qua các trò chơi Tiếng Anh.

24. Theo bạn, vai trò của trò chơi ngôn ngữ trong quá trình hỗ trợ học nói Tiếng Anh thế nào?

a, rất quan trọng b, quan trọng c, không có vai trò gì d, ý kiến khác……….

Cảm ơn sự hợp tác của các bạn!

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