Topic INVESTIGATING ADVANTAGES AND DISADVANTAGES OF USING GAMES IN TEACHING VOCABULARY TO ELEMENTARY STUDENTS AT NAM SAO ENGLISH LANGUAGE SCHOOL

Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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THE SAIGON INTERNATIONAL UNIVERSITY

GRADUATION THESIS
Major: English Language

INVESTIGATING ADVANTAGES AND DISADVANTAGES
OF USING GAMES IN TEACHING VOCABULARY TO
ELEMENTARY STUDENTS AT NAM SAO ENGLISH
LANGUAGE SCHOOL – CAMPUS 1

Name: Vo Thi Thuy Quynh
Student ID: 97011501056
Course: 8 – Class: 15DTA
Instructor: Nguyen Thi Bich Thuy, M.A
Ho Chi Minh City, 07/2019
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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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DECLARATION
I, Vo Thi Thuy Quynh, hereby declare that this graduation thesis is entirely my own
work and does not involve in plagiarism or collusion. It also has not been accepted as part of
a submission to another purpose elsewhere. I accept heavy penalty for any cheating or
plagiarism.
Name: Vo Thi Thuy Quynh
Student’s ID: 97011501056
Course: 8 – Class: 15DTA
Major: English Language
The Saigon International University (SIU)

Date submitted: …………………………….
Signature: ……………………………………..

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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ACKNOWLEDGEMENTS
Every book has a story, and this one involves a lot of helpful people. The study would
not have been completed without the invaluable assistance and encouragement of many
people for whom I am grateful.
Firstly and foremost, I would like to express thanks to the School Board of The
Saigon International University (SIU) and the Faculty of Foreign Languages for providing me
with a professional learning environment and facilities, as well as creating favorable
conditions for me to carry out my thesis.
Secondly, I would like to give the appreciation from the bottom of my heart to Ms.
Nguyen Thi Bich Thuy, M.A and all teachers in the English Language major for professional
guidance and useful comments for my study as well as their encouragement that helped me to
overcome difficult time to complete the thesis. Besides, they also gave enthusiasm and
sympathies in order to lift me to be as good as I am today.
Thirdly, I also would highly like to appreciate Nam Sao Language School for offering
me a chance to carry out surveys for my thesis, Ms. Nguyen Thi Bich Duyen, Ms. Nguyen
Kim Quynh Nhu, Ms. Ngo Thi Luong, Ms. Phan Nguyen My Linh and Mr. Nguyen Khanh
An, who gave me chances to observe their classes, and all students at Nam Sao Language
School who eagerly participated in my vocabulary games and responded to my
questionnaires.
Last but not least, I also deeply thank my internet-friends for not only providing me
with valuable and precious sources and experience but also always being willing to help me
during the graduate thesis.

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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In addition, because my limited knowledge, shortcomings and mistakes cannot be
avoided, I expect to receive helpful advice from lecturers to make the paper more perfect.
I am indebted to you all, who gave me energy, encouragement and inspiration for
finishing my research.
Sincerely,
Vo Thi Thuy Quynh

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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SUPERVISOR’S COMMENTS
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Student ID: 97011501056

Student: Vo Thi Thuy Quynh

Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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CONTENTS
DECLARATION.................................................................................................................... 3
ACKNOWLEDGEMENTS .................................................................................................. 4
SUPERVISOR’S COMMENTS ........................................................................................... 6
LIST OF TABLES ................................................................................................................. 9
ABSTRACT .......................................................................................................................... 10
Chapter 1: INTRODUCTION ............................................................................................ 11
1.1 Rationale ......................................................................................................................... 12
1.2 Research goals ................................................................................................................ 13
1.3 Research questions ......................................................................................................... 14
1.4 The scope of the research ............................................................................................... 14
1.5 Significance of the research ........................................................................................... 15
Chapter 2: LITERATURE REVIEW .............................................................................. 16
2.1 Definitions of the key terms ........................................................................................... 17
2.1.1 Vocabulary in language teaching & learning .............................................................. 17
2.1.2 Young students at elementary level............................................................................. 20
2.1.3 Games .......................................................................................................................... 22
2.2 Review of previous works .............................................................................................. 23
2.2.1 The benefits of games in teaching vocabulary to elementary students ....................... 23
2.2.2 The role of games ........................................................................................................ 24
2.2.3 Advantages of using games in teaching vocabulary ..................................................... 25
2.2.4 Disadvantages of using games in teaching vocabulary................................................. 27

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
________________________________________________________________________________
Chapter 3: METHODOLOGY ......................................................................................... 29
3.1 The place of investigation .............................................................................................. 30
3.2 Research methodology & research methods .................................................................. 31
3.2.1 Research methodology .................................................................................................. 31
3.2.2 Research methods ......................................................................................................... 31
3.3 Participants ..................................................................................................................... 32
3.4 Procedures ...................................................................................................................... 33
3.5 Data analysis................................................................................................................... 34
Chap 4: ANALYSIS & DISCUSSION ............................................................................... 35
4.1 Common games are usually used in teaching vocabulary ............................................... 36
4.2 The importance of using games in teaching vocabulary.................................................. 37
4.3 The benefits of games in teaching & learning vocabulary .............................................. 38
4.3.1 In the students’ point of view........................................................................................ 38
4.3.2 In the teachers’ point of view........................................................................................ 40
4.4 The difficulties of using games in teaching vocabulary .................................................. 45
4.5 Results of the interviews .................................................................................................. 47
Chap 5: CONCLUSION ...................................................................................................... 48
5.1 A review of major aims.................................................................................................... 49
5.2 Summary of the study ...................................................................................................... 49
5.3 Limitation ......................................................................................................................... 49

5.4 Recommendations for the further research ...................................................................... 50
REFERENCES ..................................................................................................................... 52
APPENDIX ......................................................................................................................... 56
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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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LIST OF TABLES AND FIGURES
1. Table 1: The frequency of games
2. Figure 1: The important role of games in teaching vocabulary
3. Figure 2: The feelings of students towards playing games (Question 2)
4. Table 2: Students' opinions about the benefits of games in learning vocabulary
(Question 3 to 6)
5. Table 3: The benefits of using games in teaching vocabulary for elementary students
6. Figure 3: Games are easy, convenient and time-saving
7. Figure 4: Games help teachers create motivations and attract students’ attention
8. Figure 5: Games help teacher review the vocabulary
9. Table 4: Using games in teaching vocabulary benefits students' learning process
10. Table 5: The difficulties of using games in teaching-learning vocabulary of
elementary students
11. Figure 6: The disadvantages of games

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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ABSTRACT
In the initial stages of learning a language, vocabulary plays a primary role in
acquisition and communication providing much of the basic for how well learners speak,
listen, read and write. Using games for learning and teaching vocabulary has been applied in
many countries in the world. Therefore, I put my attempt on learning about the usefulness of
games in studying new words at Nam Sao English Language School (Nam Sao ELS). I used
the following data collection instruments: class observations, questionnaires, interviews with
students and teachers. The results and findings showed that games not only created the
motivation for learning vocabulary but also enhanced students’ vocabulary memorization. In
addition, games help students learn without a conscious analysis or understanding of the
learning process while they acquire communicative competence as foreign language users. At
the same time, teachers and further researchers also paid attention to many disadvantages of
using games in teaching such as the effects of time, class management and other class
activities.
Key words: vocabulary, games, young learners, elementary level, etc.

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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Chapter 1:

INTRODUCTION

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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1.1 Rationale
Today, we cannot deny the importance of English in our life as an international
language. It is most widely used in communication around the world and spoken as the first
language in many countries. Therefore, English learners need to be good at not only the four

skills (writing, speaking, reading, and listening) but also vocabulary. In fact, many
researchers have defined the vocabulary. Without building a powerful vocabulary foundation,
comprehension and appropriate language uses will not be obtained and acquired. Some
researchers argued that “the single most important task facing language learners is acquiring
sufficient language vocabulary”. Therefore, we have a question “What is the most effective
way to teach vocabulary?”. Some say flashcards, some say real materials and the others say
games. Therefore, teachers need to use effective ways and appropriate strategies to help
students to develop their vocabulary knowledge.
I still wonder why students at Nam Sao ESL still have not found a way to learn
vocabulary effectively. Consequently, I choose the study on the use of games in teaching
English vocabulary to young learners for many following reasons:
First of all, we can see that vocabulary is a very important element of a language so
teaching English vocabulary is also a key factor in learning English. Moreover, the
relationship between vocabulary and four basic skills including listening, speaking, reading
and writing is mutual. Actually, the master of vocabulary helps learners to develop four skills
better.
Secondly, Brumfit (1995) stated that “Children play and children want to play.
Children learn through playing. In playing together, children interact and in interacting they
develop language”. Being aware of the fact that young learners learn through playing, most
teachers use games in teaching vocabulary. Games create a relaxing, cheerful and enjoyable
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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS

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atmosphere for learning. Besides, games also help them learn new words faster and
remember better because they have a lot of advantages and effectiveness so they become an
effective way in teaching and learning English vocabulary.
Lastly, I had worked at Nam Sao ESL – Campus 1 for nearly a year, I realized that
most teachers usually use games in their vocabulary lessons. Therefore, I have conducted this
research to look for games which usually are used in teaching vocabulary for young learners
and find out the benefits of using these games.

1.2 Research goals
First of all, the purposes of this study are to find out the importance and application of
using games in teaching vocabulary to point out some common effect that elementary
students at Nam Sao ESL usually have and how to learn new words through games. Next, I
would like to find the answer to the question “What are advantages and disadvantages of
using games to teach vocabulary?”
Secondly, although games have been applied successfully for educational purposes in
many countries and using games is not a new method, they have not been used in Nam Sao
ESL in particular and in Vietnam in general. As a result, I did the research to identify whether
Nam Sao students felt more interested in learning vocabulary through games than such
methods as writing new words down over and over again on the papers, taking a look at new
words, and reading them out loud several times, etc. Also, I would like to get rid of the old
prejudice that games just can be used for fun, or time-filling, not for earnest and educational
purposes such as teaching and learning languages.

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh

Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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1.3 Research questions
To elucidate this problem, the following specific questions will be analyzed:
1. What games do teachers usually use in teaching English vocabulary to elementary
learners?
2. How do games affect students’ English vocabulary learning?
3. What are advantages and disadvantages of using games to teach vocabulary for
elementary learners?

1.4 The scope of the research
I have worked at Nam Sao ELS – Campus 1 for nearly a year and I have realized that
all learners at this English center do not like learning English. Due to the limitation of time,
experience and knowledge, this thesis only focuses on exploiting English games as an
essential method in teaching English vocabulary for young learners from 10 to 12 years old.
In other words, learners do not want to learn English in the traditional way. Teachers
are expected to use new methods or techniques to teach active learners, especially in teaching
by games. The idea of using games to engage learners in the process of active learning is not
new. I have conducted several games with my learners as a means to review previously
taught materials and to prepare for tests. I have noticed that most of my learners tend to enjoy
hands-on activities in my classes.
In my point of view, I am seeking to learn more about the effectiveness of using
games to teach vocabulary. Additionally, in a more general approach I am seeking
information that supports the question: What makes an educational game effective in the
classroom? McLester (2005) stated “Nearly seventy percent of students learn best actively

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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and visually”. As a result, I want to find an explanation for this statement because I feel that
there are many potential benefits of active learning through games in the classroom.

1.5 Significance of the research
This work was conducted to figure out what types of games are usually used in
teaching English vocabulary to elementary students and the benefits of using games in the
lessons. My work not only benefits elementary students at Nam Sao ELS but also helps the
readers know about the favorite games of young learners.

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS

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Chapter 2:

LITERATURE REVIEW

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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2.1

Definitions of key terms

The focus of the present research is on the use of games in teaching English vocabulary to
elementary learners at Nam Sao ELS. Therefore, to understand what I am investigating
clearly, I will explain some of the definitions associated with my topic: vocabulary, young
learners and games.

2.1.1 Vocabulary in language teaching and learning
a. Definitions of vocabulary
In the book A Course in Language Teaching, Penny Ur (1996) defined vocabulary as

“the words we teach in a foreign language” (1996:60). In addition, vocabulary can be defined
as ''words we must know to communicate effectively; words in speaking (expressive
vocabulary) and words in listening (receptive vocabulary)'' (Neuman & Dwyer, 2009, p. 385).
Besides that, Hornby (1995) defined vocabulary as “a list of words with their meanings”,
while Ur (1998) stated: “Vocabulary can be defined, roughly, as the words we teach in the
foreign language.”
However, a new item of vocabulary may be more than just a single word: for
example, post office, and mother-in-law, which are made up of two or three words but
express a single idea. A useful convention is to cover all such cases by talking about
vocabulary "items" rather than "words".
Additionally, Burns (1972) defined vocabulary as "the stock of words which is used
by a person, class or profession”. According to Zimmerman cited in Coady and Huckin
(1998), vocabulary is central to language and of critical importance to the typical language
learning. Furthermore, Diamond and Gutlohn (2006) in www.readingrockets.org/article
stated that “vocabulary is the knowledge of words and word meanings”. Linguistically,
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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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according to Oxford Advanced Learner’s Dictionary New 9th Edition (2005), vocabulary is all
the words that a person knows or uses. From the definitions above, it can be concluded that
vocabulary is the total number of words that are needed to communicate ideas and express
the speakers' meaning. That is the reason why vocabulary plays an important role to learn

new languages.
b. Kinds of vocabulary
Some experts divide vocabulary into two types: active and passive vocabulary.
Harmer (1991) distinguishes between these two types of vocabulary. The first type of
vocabulary refers to the one that the students have been taught and that they are expected to
be able to use and make sentences with them. Especially, they can talk independently with
these words. Meanwhile, the second one refers to the words which the students will recognize
when they meet them, but they will probably not be able to pronounce them perfectly.
On the other hand, Haycraft, quoted by Hatch and Brown (1995), indicated two kinds
of vocabulary, namely receptive vocabulary and productive vocabulary. Receptive
vocabulary is the words that learners recognize and understand when they are used in
contexts, but which they cannot produce. It is vocabulary that learners recognize when they
see or meet in reading texts but do not use it in speaking and writing (Stuart Webb, 2009).
Productive vocabulary is the words that the learners understand and can pronounce correctly
and use constructively in speaking and writing. It involves what is needed for receptive
vocabulary plus the ability to speak or write at the appropriate time. Therefore, productive
vocabulary can be addressed as an active process because the learners can produce the words
to express their thoughts to others (Stuart Webb, 2005).

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh


Supervisor: Nguyen Thi Bich Thuy, M.A
GRADUATION THESIS
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c. The importance of vocabulary in language teaching and learning
Vocabulary serves as the basic building blocks of a language. Therefore, vocabulary
learning is an essential part in foreign language learning. In 1972, Wilkins said that “…
while without grammar very little can be conveyed, without vocabulary nothing can be
conveyed” (1972:111). Linguistically, in the book Teaching Practice Handbook, Gower
(2005) and co-writers note that “vocabulary is important to students – it is more important
than grammar for communication purposes, particularly in the early stages when students are
motivated to learn the basic words they need to get by in the language” (2005:142). Most
recently, Schmitt (2010) also points out that “learners carry around dictionaries and not
grammar books” (2010:4).
In the process of learning or mastering a new language, it is a collection of all words and
meaning that make learners understand and use the language in the particular situations. It
can be seen that people cannot understand others or express their own ideas without enough
vocabulary. Moreover, it directly affects learners’ communicative abilities. People can
communicate better when they have rich vocabulary. This is one of the reasons why
vocabulary is very important in language learning and the learners have to pay attention to
gaining more new words.
At the same time, teaching vocabulary is important for teaching English as a foreign
language. For example, according to Wallace (1982: 27-30), the writer of “Teaching
Vocabulary”, there are six principles on teaching vocabulary. However, in this study I will
focus on four principles:
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The aim: “In teaching learning process, the teacher has to be clear about his aims. He has to
decide on what is involved in vocabulary learning. He also has to know what kinds of words
and how many words that students should master”.

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Student ID: 97011501056

Student: Vo Thi Thuy Quynh