A study on using games to improve vocabulary for grade 10th students at thuan thanh 1 high school

HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION
FACULTY OF FOREIGN LANGUAGES

---------------------------------------

GRADUATION PAPER
FIELD: ENGLISH LINGUISTICS

A STUDY ON USING GAMES TO IMPROVE
VOCABULARY FOR GRADE 10TH STUDENTS AT
THUAN THANH 1 HIGH SCHOOL
(NGHIÊN CỨU VỀ VIỆC SỬ DỤNG TRÒ CHƠI ĐỂ CẢI
THIỆN TỪ VỰNG TẠI TRƯỜNG THPT THUẬN THÀNH 1)
Supervisor: Nguyen Thi Nam, M.A.
Student: Nguyen Ngoc Quynh
Student number: 11317055

Hung Yen – 2021


HUNG YEN UNIVERSITY OF TECHNOLOGY AND EDUCATION
FACULTY OF FOREIGN LANGUAGES

---------------------------------------

GRADUATION PAPER
FIELD: ENGLISH LINGUISTICS

A STUDY ON USING GAMES TO IMPROVE
VOCABULARY FOR GRADE 10TH STUDENTS AT
THUAN THANH 1 HIGH SCHOOL

(NGHIÊN CỨU VỀ VIỆC SỬ DỤNG TRÒ CHƠI ĐỂ CẢI
THIỆN TỪ VỰNG TẠI TRƯỜNG THPT THUẬN THÀNH 1)

Student: Nguyen Ngoc Quynh
Student number: 11317055
Supervisor: Nguyen Thi Nam, M.A.

Hung Yen – 2021


i

DECLARATION
I certify that the thesis entitled “A study on using games to improve vocabulary for grade
10th students at Thuan Thanh 1 High School” is the result of my own research and the
substance of this thesis has not been submitted for a degree to any other university or
institution.

Hung Yen, May 2021
Signature

Nguyen Ngoc Quynh


ii

ACKNOWLEDGMENTS
In the process of implementing my graduation paper, I have received lots of
encouragement, precious ideas and experiences from my teachers, family and friends. I
would like to thank all my teachers in Hung Yen University of Technology and Education

for their useful advice.
First of all, I would like to express my profound gratitude and indebtedness to my
supervisor Mrs. Nguyen Thi Nam, M.A for her careful instructions and valuable advice
during the conduct of my research. My graduation paper would have never been completed
without her instructions.
My deep appreciation also goes to the teachers of UTEHY for their interesting lectures that
provided me a strong inspiration for this study. I am grateful to the teachers and students at
Thuan Thanh 1 High School for their willingness to respond to my survey questionnaires.
In my study, it is inevitable that the ideas of many writers in the field are recorded and
developed. I also would like to offer my sincere thanks to the authors of the books, journal
articles, etc. listed in the reference for their ideas that have been reviewed and developed in
my paper.
I also would like to express my special thanks to all of my readers for their constructive
comments on this thesis paper.
Last but not least, I would like to thank my parents and friends who have encouraged and
supported me a lot during the course of my graduation paper.


iii

ABSTRACT
The study aims at applying games to improve vocabulary for grade 10th students at Thuan
Thanh 1 High School. Qualitative and quantitative method was used to analyze and to find
the solution to the problems. The research was conducted at Thuan Thanh 1 High School
and the population of this study was 10D1's students. There were 30 students and 4
teachers as the subjects of this study. Data were gathered by questionnaires and interviews.
The result of applying games to improve vocabulary showed that games were so
interesting for students. However, there are many difficulties related to students. To deal
with these issues and the desire of improving the present situation, the researcher
recommended some solutions for students to be better in using games to improve

vocabulary more effectively in the near future.


iv

TABLE OF CONTENTS
DECLARATION ............................................................................................................... i
ACKNOWLEDGMENTS ................................................................................................. ii
ABSTRACT..................................................................................................................... iii
TABLE OF CONTENTS ................................................................................................. iv
LIST OF ABBREVIATIONS ............................................................................................ v
LIST OF CHARTS........................................................................................................... vi
CHAPTER 1: INTRODUCTION ...................................................................................... 1
1.1 Rationale of the study ...................................................................................................... 1
1.2 Aims of the study ............................................................................................................. 2
1.3 Research questions of the study ....................................................................................... 2
1.4 Scope of the study ............................................................................................................ 2
1.5 Methods of the study........................................................................................................ 3
1.6 Design of the study .......................................................................................................... 3
CHAPTER 2: LITERATURE REVIEW ............................................................................ 4
2.1 An overview of vocabulary.............................................................................................. 4

2.1.1 Definition of vocabulary ............................................................................................... 4
2.1.2 Types of vocabulary...................................................................................................... 4
2.1.3 The importance of vocabulary ...................................................................................... 5
2.2 Games in Language Teaching and Learning ................................................................... 6

2.2.1 What is a “Game”? ....................................................................................................... 6
2.2.2 Types of games ............................................................................................................. 6
2.2.3 The role of Games......................................................................................................... 7

2.2.4 The effectiveness of using games in terms of learning vocabulary .............................. 9
2.3 Summary ........................................................................................................................ 10


v

CHAPTER 3: THE STUDY ............................................................................................ 11
3.1 Introduction .................................................................................................................... 11
3.2 Methodology .................................................................................................................. 11
3.3 Participants of the study ................................................................................................. 11

3.3.1 Teachers ...................................................................................................................... 11
3.3.2 Students ....................................................................................................................... 11
3.4 Data analysis .................................................................................................................. 12

3.4.1 The questionnaire for teachers .................................................................................... 12
3.4.2 The questionnaire for students .................................................................................... 18
3.4.3 The interview for students .......................................................................................... 25
3.5 Major findings................................................................................................................ 27
3.6 Summary ........................................................................................................................ 28
CHAPTER 4: CONCLUSION ........................................................................................ 30
4.1 Summary of the study .................................................................................................... 29
4.2 Limitations of the study ................................................................................................. 31
4.3 Suggestions for further study ......................................................................................... 31
REFERENCES................................................................................................................ 32
APPENDIX 1 ..................................................................................................................... I
APPENDIX 2 ................................................................................................................... V
APPENDIX 3 .................................................................................................................. IX

vi

LIST OF ABBREVIATIONS
UTEHY: Hung Yen University of Technology and Education
M.A: Master of art
TT1 high school: Thuan Thanh 1 High School


vii

LIST OF CHARTS AND TABLES
I: List of charts
Chart 3.1 Teachers‟ opinions about learning vocabulary through games
Chart 3.2 Teachers‟ opinions about the importance of using games to improve vocabulary
Chart 3.3 Teachers‟ opinions about the effectiveness of the use of games to improve
vocabulary
Chart 3.4 Teachers‟ opinions about games
Chart 3.5 Teachers‟ opinions about students‟ difficulties when using games to improve
vocabulary
Chart 3.6: Teachers‟ suggestions to help students use games to improve more effectively
Chart 3.7 Students‟ opinions about learning vocabulary through games
Chart 3.8 Students‟ opinions about the importance of using games to improve vocabulary
Chart 3.9 Students‟ opinion about the effectiveness of the use of games to improve
vocabulary
Chart 3.10 Students‟ opinions about games
Chart 3.11 Students‟ difficulties when using games to improve vocabulary.
Chart 3.12 Suggestions to help students use games to improve more effectively.
II: List of tables
Table 3.1 Teachers‟ opinions about the benefits of using games to improve vocabulary
Table 3.2 Students‟ opinions about the benefits of using games to improve vocabulary

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CHAPTER 1: INTRODUCTION
1.1 Rationale of the study
Nowadays, English has become popular and necessary all over the world; English also
has an important role in our life. This is the reason why English become the common
language in the world. Therefore, using English in communication is more and more
necessary. Vocabulary learning is an essential part of language learning. It helps learners
develop the four skills: listening, speaking, reading, writing. Recognizing the importance
of vocabulary in language learning, however, most English classrooms in Vietnam today in
general and at Hung Yen University of Technology and Education where I am learning in
particular, vocabulary teaching and learning has not been paid enough attention to as it
deserves. Vocabulary has not been taught separately but mixed with lessons of reading,
speaking, writing or listening. This causes many difficulties for teachers of English to
apply suitable teaching methods.
Another problem is that even though students realize the importance of vocabulary in
language learning, most Vietnamese students realize the importance of vocabulary in
language learning, most Vietnamese students find it boring and learn vocabulary passively.
They think that it is simply an activity that teachers introduce new vocabulary and their
task is just to copy down the new word and remember its meaning.
While studying at Thuan Thanh 1 High School, my classmates and I were partly aware of
the importance of vocabulary which is an important part of four English skills and trial
exams. Thus, we did our best to take any new words given by our teachers or found in our
textbooks and then learned them by heart. However, we forgot all of these words just
several days after that. And this really discouraged us. In addition, many students told me
that they felt bored and sleepy when they listened to the teacher's explanation for meaning
or definition, pronunciation, spelling and grammatical functions. Furthermore, after they
learned any new word, they found that they were not able to use that word properly in

different contexts or pronounce it correctly and I have been wondering that how language
learners can learn vocabulary effectively and find it an interesting activity.


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For the above reasons, the researcher decided to conduct the study "A study on using

games to improve vocabulary for grade 10th students at Thuan Thanh 1 High School".
1.2 Aims of the study
There are 4 main aims of the study which are:
-

To find out teacher‟s and student‟s attitudes towards using games in learning
vocabulary for grade 10th students at Thuan Thanh 1 High School

-

To investigate the effectiveness of using games in terms of learning vocabulary
for grade 10th students at Thuan Thanh 1 High School

-

To find out student‟s difficulties when using games to improve vocabulary

-

To give some suggestions for applying games in teaching and learning
vocabulary.

1.3 Research questions of the study
In my research, I will answer some of the following questions:
1. What are the teachers‟ and students‟ attitudes towards using games to improve
vocabulary?
2. How effective is the use of games to improve vocabulary?
3. What are the students‟ difficulties when using games to improve vocabulary?
4. What are suggestions to enhance the effectiveness of using games in teaching and
learning vocabulary?
1.4 Scope of the study
This study is about using games in learning vocabulary for grade 10th students in Thuan
Thanh 1 High School. Because of the limitations of time and knowledge, the shortage of
reference materials, this study only focuses on using games to learn vocabulary in English
lessons for thirty 10D1‟s students at Thuan Thanh 1 High School to find out the
importance and effectiveness of using games to improve vocabulary and offer beneficial


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solutions to help the students to use games more effectively. Moreover, it is only confined
to 10D1‟s students at Thuan Thanh 1 High School.
1.5 Methods of the study
Research tools include survey questionnaires and interviews. The questionnaire was
designed for two subjects: teachers and students. A survey consists of two main parts; each
part is focused on effectively solve a research question. The first part finds out teacher's
and student's attitudes towards using games in learning vocabulary. The second part finds
out the effectiveness of using games in terms of learning vocabulary. The rest of the
survey suggests some solutions to enhance the effectiveness of using games in teaching
and learning vocabulary. Both of them ask the research subject to check the mark from
strongly agree to strongly disagree with the choices given. Subsequently, several
participants in the survey questionnaire continued to be invited to participate in the

interview to gain in-depth information. This interview questions part only applies to
students of 10D1 at Thuan Thanh 1 high school. The study will be conducted using
quantitative, qualitative methods. After getting the results, the researcher will use tables
and charts for presenting the collected data.
1.6 Design of the study
The study is designed with four main chapters and is arranged as follow:
Chapter 1 is Introduction introduces the rationale of the study, the aim and objectives of
the study, the scope of the study, the method of the study, the significance of the study, and
the design of the study.
Chapter 2 is Literature Review, which consists of the findings closely related to the issue
of the paper and provides knowledge for better understanding of the rest of the paper:
Vocabulary learning, games in vocabulary learning.
Chapter 3 is The study involves the methodology, data analysis, major findings of the
study, and some suggestions of the study.
Chapter 4 is The Conclusion which provides the summary of the study, the limitations of
the study.


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CHAPTER 2: LITERATURE REVIEW
2.1 An overview of vocabulary

2.1.1 Definition of vocabulary
The definition of vocabulary has been for a long time. Up to now, there have been
different definitions of vocabulary depends on different points of view about vocabulary.
According to Harmer (1991) stated that: “If language structures make up the skeleton of
language, then it is vocabulary that provides the vital organs and the fresh". Vocabulary is
an essential part of any language.
Hatch and Brown (1995) define that vocabulary as a list of words for a particular

language or a list, the only system involved in that alphabetical order. The choice in
vocabulary selection and methods used in teaching vocabulary are important factors. It
needs the process of learning in context to get the meaning of words as stated by Allen
French (1983).
Longman Dictionary (1995) defines vocabulary as all the words that someone knows,
learns, or uses. According to Webster (1993) said that vocabulary is " A list of the group of
words and phrases, usually in alphabetical order". According to Richard and Plant (1992),
vocabulary was defined as "a set of lexemes, including words, compound words and
idioms".
The definition of vocabulary relates to different views about the nature and the use of
vocabulary. It is impossible to learn a language without knowing its vocabulary.
Vocabulary is defined in Oxford Dictionary (2006) as " all the words that somebody knows
or that are used in a particular book or all the words in a language".

2.1.2 Types of vocabulary
Some experts divide vocabularies into two types: active and passive vocabulary. Zhou
(2010) classified vocabulary into two kinds: receptive vocabulary and expressive
vocabulary (productive vocabulary). Further, he defines receptive vocabulary as the words
known when the learners listen and read. The receptive vocabulary is also called a passive


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process because the learner only receives thought from others. In language application, the
receptive vocabulary is considered basic vocabulary. Later, expressive vocabulary is
defined as the words used when the learner speaks and writes. Harmer (1998) adds that
active vocabulary that the students have been taught or learned and which the students will
recognize when they meet them but which they will probably not be able to produce.
Haycraft quoted by Hatch & Brown (1995) divides into two types of vocabulary, namely
receptive vocabulary.

A. Receptive vocabulary
Receptive vocabulary is words that the learner recognizes and understands when they
occur in context, but which cannot produce correctly. It is vocabulary that the learner
receptive vocabulary also called the passive process because the learner only receives
thought from others. In language application, the receptive vocabulary is considered the
basic vocabulary. It is much larger than productive vocabulary because there are many
words recognized when the learner hears or reads but does not use when he speaks or
writes. In these respects, Richards and Rodgers (1987) give a profound explanation that the
listening vocabulary is larger than speaking vocabulary and similar to the reading
vocabulary that is relatively larger than writing vocabulary.
B. Productive Vocabulary
Productive vocabulary is the words, which the learners understand, 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 the appropriate time. Therefore,
productive vocabulary can be addressed as an active process because the learners can
produce the words to express their thought to others.

2.1.3 The importance of vocabulary
Vocabulary is recognized as an important factor in reading and listening comprehension,
speaking and writing fluency. Hatch & Brown (1995) suggests that to comprehend a text
successfully students need to have sufficient word knowledge. This is to say that the
comprehension of a language depends on the number of words that are known in that
language. Also, students need to have sufficient word knowledge to understand what they


6

read. Students can understand a writer‟s message only if they know the meaning of most of
the words used in a text. Still, Nation (2001) states that readers need to know at least 97%
of the vocabulary in a text for an adequate understanding of it. Without knowledge of the

key vocabulary in a text, a learner may have serious trouble in understanding the message,
that is, vocabulary is crucial to reading comprehension and determines how well students
will be able to comprehend the texts they read. So, a large amount of vocabulary
knowledge is essential for students to language comprehension. In addition, vocabulary
helps students with language production. Hubbard (1983) states that the more words a
student knows the more precisely that student can express the exact meaning he wants to.
Based on this view, to communicate effectively students need to know a large number of
word meanings.
2.2. Games in Language Teaching and Learning

2.2.1 What is a “Game”?
A game is “an organized activity that usually has the following properties: a particular
task or objective, a set of rules, competition between players, and communication between
players by spoken or written language” (Richard, Platt,1992).

2.2.2 Types of games
According to Hadfield (1999), there are 2 ways of classifying language games. First,
she divides language games into two types: linguistic games and communicative games.
Linguistic games focus on accuracy, such as supplying the correct antonym. On the other
hand, communicative games focus on the successful exchange of information and ideas,
such as two people identifying the differences between their two pictures which are similar
to one another but not exactly alike. The second classification divides language games into
6 types:


Sorting, ordering, or arranging games: for example, students are given a set of cards
with various goods on them and are asked to sort the cards into items found in a
grocery store and items found in a department store.



Guessing games: These are a variation on information gap games. The game “ 20
Questions”, in which one person thinks of a famous person, location, or object, is


7

one of the most well-known examples of a guessing game. Other participants will
ask 20 Yes/No questions to uncover clues about who or what the individual is
thinking of.


Information gap games: One or more people have knowledge that other people
need to complete a task in such games. For example, one person might have a
drawing, and their partner may create a similar drawing by listening to the details
provided by the drawing's owner. Information gap games can involve a one-way
information gap, such as the drawing game just mentioned, or a two-way
information gap, in which each person has specific information, such as in a Spotthe-Difference challenge, in which each person has a slightly different image and
the task is to identify the differences.



Role - Playing Game: Role-playing can involve students playing roles that they do
not play in real life, such as dentist, while simulations can involve students
performing roles that they already play in real life or might be likely to play, such
as a customer at a restaurant. Dramas are normally scripted performances, whereas
in role-plays and simulations, students come up with their own words.



Matching games: As the name implies, participants must find a match for a phrase,
picture, or card. For instance, students place 30 flashcards, composed of 15 pairs,
face down in random order. By using their memory, each person turns over two
cards at a time, with the intention of turning over a matching pair.

2.2.3 The role of games
Games are considered an integral part of the organization of teaching English. Brain
plasticity, the versatility of cerebral structures of expression, leading to quick and highquality memorization, on the basis of which transition to different situations of
communication is easily realized, high sensitivity, vividly articulated imitability, and
capacity to improve imitation - all of these psychological and physiological characteristics
of young students are prerequisites for learning by students of foreign language.
During their language learning, English learners must deal with new words. Learners
should engage in various task-based tasks in their classroom in order to learn and maintain
new vocabulary, whether it is a guessing task, a describing exercise, or creating a


8

conversation. Vocabulary games, for example, are a type of activity that focuses on helping
students learn and use words in a variety of situations. Therefore, it is necessary to explore
whether students learn vocabulary effectively through games and how they learn it.
Vocabulary has traditionally not been taught as a separate topic to students, but rather as
part of speaking, listening, reading, and writing lessons. Students use their own vocabulary
throughout the lesson and are exposed to new terms presented by the teacher and peers,
which are then added to classroom activities. As many English learners think about
vocabulary, they envision learning a list of new words with definitions in their native
tongue without any real-world application. When they come across new words, many
students may have the same experience of looking them up in a bilingual dictionary to find
their meanings or definitions. They may even scribble down lines of new words without
realizing how they will be used in the future. Working in this manner, many learners may

discover after a period of time that learning vocabulary in lists does not satisfy them, and
they believe the cause is simply their poor memorization. This method of studying has
been shown in research and publications to be ineffective. According to Wallace, words
rarely occur in isolation, so the word must appear in its natural setting, as it were, among
the words it usually collocates with from the start.
However, since grammatical and phonologic aspects are emphasized, the vocabulary
used in this context is quite simple; as a result, the lexical aspect is ignored. To put it
another way, learners only know how to use language in a specific way; they have no idea
how to apply it to various forms of context in real-life conversation.
Games are fun to play and are arranged according to rules. Most games require choral or
group responses. Since such communicative tasks can only be handled after mastering
appropriate grammar and lexical points, games are commonly used after the presentation,
in the practice section.
Learners will thoroughly practice and internalize vocabulary and grammar through wellplanned games. Games provide students with opportunities for play and competition,
which boosts their motivation. They also help students to feel less stressed in the
classroom. The learners' attention is drawn to the message rather than the language while
they are playing games. Students learn language implicitly because the practice requires


9

their entire attention. By providing personal, social, and cross-cultural issues to define,
they sometimes simulate real-life situations.
Games can be used for all levels. By regarding the proficiency, age and experience of
the learners, appropriate activities might be applied successfully. It is also important to
design clear and easy directions for games.
Many experienced textbook and methodology manuals writers have argued that games
are not just time-filling activities but have significant educational value. According to
William Rowland Lee (1979), encourage learners to use the language rather than think
about learning the correct forms. He also says that games should be treated as central, not

peripheral. A similar opinion is expressed by Richard-Amato, who believes that games are
fun but warns against overlooking their pedagogical value, particularly in foreign language
teaching. There are many advantages of using games. "Games can lower anxiety, thus
making the acquisition of input more likely” (Richard-Amato 1988). Students remember
things faster and better in the simple, relaxing environment provided by games (Wierus
and Wierus,1994). Students remember things faster and better in the relaxing environment
provided by games (Wierus and Wierus,1994). According to S. M. Silvers, many teachers
are enthusiastic about using games as "a teaching device”, but they also regard games as
time-fillers, "a break from the monotony of drilling" or trivial activities. He also believes
that many teachers ignore the fact that real learning occurs in a relaxed environment, where
students use the vocabulary they have already been exposed to and practiced.
In short, games are ideal for extended communicative grammar practice. They are both
motivating and challenging. They inspire students to connect and engage with one another.
As a result, these practices have a concrete context in which to use words. The use of such
practices boosts collaboration as well as competition in the classroom. Thus, potential
classroom ideas come into being, a successful and enthusiastic lesson is provided.

2.2.4 The effectiveness of using games in terms of learning vocabulary
Games have been shown advantages and effectiveness in learning vocabulary.


10

Lewis (1999) argued that through games, students could interact, discover, and
experiment with their surroundings. Using games not only enhances students‟ motivation
but also provides an incentive and stimulus to use the language.
According to Allen (1983), games are important in teaching vocabulary because they
highlight the necessary and important words to achieve the objectives of the game. Huyen
Nga (2003) and Uberman (1998) agreed that games created a fun and relaxed atmosphere
where students could learn fast and retain words better.

As stated by Vernon (2009), games are an effective tool to teach vocabulary to students.
Because Students often get impatient and bored very quickly if they attend lessons for a
long period, so physical movements attract their participation. By involving physical
activity in games, students will be alert and stimulated.
Vernon (2009) stated that games that students are taken part in a healthy competition
could help them in learning more without forcing their participation. Thus, choosing the
right game can support healthy competition in the classroom.
Therefore, games in learning vocabulary are very useful in the classroom and the use of
vocabulary games is a factor to create lessons more enjoyable and effective to motivate
students to learn vocabulary.
2.3 Summary
In summary, the chapter presented different basic issues and aspects concerning the
topic of the study. This chapter consists of two main parts. The first part presented some
understanding about vocabulary teaching. The next one referred to games in teaching and
learning. It concludes the definition of games, types of games and the role of games.


11

CHAPTER 3: THE STUDY
3.1 Introduction
The previous chapter has mentioned the theoretical matters relating to the thesis. This
chapter focuses on the details of the practical study including methods, participants, data
analysis, major findings and summary.
3.2 Methodology
To collect the data for research, the researcher uses both quantitative and qualitative
methods including questionnaires for teachers and students and interview questions for
students. The interview questions and the survey questionnaires were designed based on
the main aims of the study. After getting the results, the author will use the tables and
charts for presenting and analyzing the collected data. The interview results will also be

recorded carefully.
3.3 Participants of the study
The participants in this study are 4 teachers who have much experience in teaching
English and 30 grade 10 students from class 10D1 at Thuan Thanh 1 High School.

3.3.1 Teachers
One of the most important factors in teaching English effectively depends on the
teachers. At Thuan Thanh 1 High School, the English teachers are very young and mainly
females. In this study, the researcher invited 4 of them to answer the questionnaire. These
teachers, who spent their time answering questionnaires, have been teaching English for at
least 8 years. All of them have a Master‟s Degree in teaching English as a foreign
language.

3.3.2 Students
The data collection in the study is derived from 30 students who are in class 10D1 at
Thuan Thanh 1 High School (3 of them were invited to the short interview). Most students
who cooperated with answering the questionnaire were 16 years old and they have learned
English for at least 8 years.


12

3.4 Data analysis
All the collected data were summarized to obtain a sense of the overall information. The
results from the survey were then shown in tables and charts. So far, this chapter has dealt
with the data analysis and findings on the obtained results.

3.4.1 The questionnaire for teachers
The questionnaire for 4 teachers includes 07 questions with the following information.
The first three questions in Part I are used to collect the teachers‟ attitudes towards learning

vocabulary through games. The next two questions in Part II refer to the effectiveness of
using games to improve vocabulary. The next question in Part III is used to collect
teachers‟ opinons about student‟s difficulties when using games to improve vocabulary.
The last question (Part IV) aims at giving some suggested solutions to enhance the
effectiveness of the use of games to improve vocabulary.

3.4.1.1 Teachers‟ attitudes towards teaching vocabulary through games.
Question 1. How interesting is teaching vocabulary through games?
0%

0%

0%

100%

Very interesting

Interesting

Not very interresting

Not interesting at all

Chart 3.1 Teacher‟s opinions about learning vocabulary through games
As shown in the pie chart, interestingly, when asked teachers‟ opinions about learning
vocabulary through games, 100% of teachers at Thuan Thanh 1 High School say that


13

learning vocabulary through games is “very interesting”. None of them chooses
“Interesting”, “Not very interesting” or “Not interesting at all” in their answer. In short,
according to the teachers „opinions, learning vocabulary through games is highly
appreciated.
Question 2. How important do you think about using games to improve vocabulary?
0%

0%
25%

75%

Very important

Important

Not very important

Not important at all

Chart 3.2 Teachers‟ opinions about the importance of using games to improve vocabulary
Pie chart 3.2 shows the teachers‟ attitudes towards the importance of using games to
improve vocabulary. A large proportion of teachers (75%) agree that using games to
improve vocabulary is important. The rest of the teachers (25%) say that it is very
important. It should be mentioned that none of them considers using games to improve
vocabulary to be “not important at all” or “not very important”. In short, according to the
teachers‟ opinions, the importance of using games to improve vocabulary is highly
appreciated.
Question 3. In your opinion, how effective is the use of games to improve vocabulary?

14

0%

0%

25%

75%

Very effective

Effective

Normal

Not effective

Chart 3.3 Teachers‟ opinions about the effectiveness of the use of games to improve
vocabulary
The percentage in the pie chart shows that 75% of teachers find using games to improve
vocabulary is very effective. There are 25% of them who agree that using games to
improve vocabulary is effective. None of them chooses “normal” or “not effective”. These
figures demonstrate that using games attracts their students effectively and it is also more
effective than other methods.

3.4.1.2 Teachers‟ opinions towards the effectiveness of the use of games to improve
vocabulary

Question 4. Do you think that through games the students can learn vocabulary more
interestingly than they did through other methods?


15

0%

0%

100%

Yes

No

No idea

Chart 3.4 Teachers‟ opinions about games
Pie chart 3.4 presents the teacher‟s views on whether using games is more interesting
than other methods or not. According to collected data, all teachers agree that the students
can learn vocabulary more interestingly than they do through other methods. None of them
chooses “No” or “No idea”. In short, using games is one of the most interesting methods
that teachers apply to the students.
Question 5. In your opinion, what are the benefits of games to improve vocabulary?
Strongly

Agree

Uncertain

Disagree

Agree
Helping
students

Strongly
disagree

100%

0%

0%

0%

0%

75%

25%

0%

0%

0%

50%

50%

0%

0%

0%

to

remember new
words quickly
Creating
excitement

for

students
Creating an
enjoyable
learning


16

environment
Time-filling

0%

0%

0%

100%

0%

Increasing

0%

50%

50%

0%

0%

0%

50%

50%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

learning
motivation
Strategy
Simulator
Increasing class 100%
cooperation
Controlling the 100%
competitiveness
between peers
Table 3.1: Teachers‟ opinions about the benefits of using games to improve vocabulary
Table 3.1 shows teachers‟ opinions about the benefits of using games to improve
vocabulary. It indicates that a large number of respondents agree that games provide

them with many benefits in improving vocabulary.
There are 100% of teachers who strongly agree that using games to improve
vocabulary help students to remember new word quickly, which proves that teachers find
their students remember more quickly than they do by other methods. In addition, 75% of
components strongly agree that “creating excitement for students” is one of theirs
benefits. The remaining (25%) also agrees with this benefit. From the table, half of the
students strongly agree that using games creates an enjoyable learning environment for
students, which makes students relax and erase the fears of learning vocabulary. The rest
of the students also agree with this benefit.
As seen in the table, “time-filling” is strongly disagreed with by 100% of teachers.
Besides, 100% of teachers think that games control the competitiveness between peers
and increase class cooperation.
From the table, “Increasing learning motivation” and “ strategy simulator” are
received agreement by 50% of participants while the remaining is not sure about them.