Using vocabulary games to improve english vocabulary usage among the tenth graders at a high school in tuyen quang province

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THAI NGUYEN UNIVERSITY OF EDUCATION

<b>FACULTY OF FOREIGN LANGUAGE </b>

<b>NGUYEN THU HA </b>

<b>USING VOCABULARY GAMES TO IMPROVE ENGLISH VOCABULARY USAGE AMONG THE TENTH GRADERS </b>

<b>AT A HIGH SCHOOL IN TUYEN QUANG PROVINCE </b>

<b>MASTER'S THESIS OF SCIENCE IN EDUCATION</b>

<b>THAI NGUYEN - 2022 </b>

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THAI NGUYEN UNIVERSITY OF EDUCATION

<b>FACULTY OF FOREIGN LANGUAGE </b>

<b>NGUYEN THU HA </b>

<b>USING VOCABULARY GAMES TO IMPROVE ENGLISH VOCABULARY USAGE AMONG THE TENTH GRADERS </b>

<b>AT A HIGH SCHOOL IN TUYEN QUANG PROVINCE </b>

<b>English language teaching methodology </b>

<b>Code: 8.14.01.11 </b>

<b>MASTER'S THESIS OF SCIENCE IN EDUCATION </b>

<i><b>Supervisor: Ph.D. NGUYEN VIET HUNG </b></i>

<b>THAI NGUYEN - 2022 </b>

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<b>STATEMENT OF AUTHORSHIP </b>

Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma.

No other person’s work has been used without due acknowledgements in the thesis. This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution.

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<b>ACKNOWLEDGEMENT </b>

I would like to express my sincere thanks to those who have supported, encouraged and assisted me in my thesis completion.

First of all, I would like to express my special appreciation and thanks to Dr. Nguyen Viet Hung, my supervisor, for his great patience, careful guidance, insightful advice, and constant encouragement through the whole research process. Without his support and guidance, this thesis would never have been completed.

Secondly, I would like to express my thanks to the school board staff, including the principals, the vice principals and teachers and students at Xuan Van high schools in Tuyen Quang Province who have given me encouragement, support of time and permission to implement this thesis there.

Last but not least, my deepest and sincerest gratitude goes to my family, including my parents and younger brother with their unconditional love, understanding and help.

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<b>ABSTRACT </b>

This study aimed at discovering the effectiveness of using vocabulary games and its application to improve the English vocabulary usage for tenth graders at Xuan Van High School in Tuyen Quang. The researcher conducted action research with a mixed research design at Xuan Van High School to achieve the research purpose. This action research was carried out with a sample of 40 students from a tenth-grade class at Xuan Van High School. In this study, the researcher reviewed a load of literature about games, vocabulary games and their benefits to vocabulary learning and using. After that, an action plan was set up and carried out in the sample class. After strictly following research procedures, the data were gathered and analyzed thoroughly. The study's findings revealed that games improve the students' learning and using vocabulary and their attitude toward learning vocabulary through games was positive. The results of the research helped the researcher - the teacher to understand and know the reason why students like or dislike several types of games and the ways of working. Finally, the study provides some suggestions for applying games in language class, including classroom language use and classroom management.

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1.6. Organisation of the study ... 3

<b>Chapter 2. LITERATURE REVIEW ... 5 </b>

2.2.4. Game as an instructional technique ... 9

2.2.5. Games to teach ESL/EFL Vocabulary ... 10

2.2.6. Factors affecting the choice of games ... 11

2.2.7. Implementing games during the lesson... 13

2.2.8. Possible negative outcomes of using games in foreign language classrooms .... 14

2.2.9. Previous studies... 16

2.2.10. Research gap from previous studies ... 18

<b>Chapter 3. RESEARCH METHODOLOGY ... 20 </b>

3.1. Research design ... 20

3.1.1. Definition of action research ... 20

3.1.2. Process of action research ... 22

3.1.3. Action plan ... 25

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<b>Chapter 5. CONCLUSIONS AND RECOMMENDATIONS ... 50 </b>

5.1. Summary of research findings ... 50

5.2. Limitations and further research... 51

5.3. Recommendation ... 51

<b>REFERENCES ... 54 </b>

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<b>LIST OF TABLES </b>

Table 3.1 Action Plan ... 25 Table 4.1 Students' score ... 39 Table 4.2 Comparison on the students’ cognitive aspect of attitude towards using

games in learning English vocabulary before and after the intervention ... 40 Table 4.3 Comparison on the students’ affective aspect of attitude towards using

language games in learning English vocabulary before and after the intervention ... 42 Table 4.4 Comparison on the students' behavioral aspect of attitude towards

using language games in learning English vocabulary before and after the intervention ... 43

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<b>LIST OF FIGURES </b>

Figure 4.1 Pre-test score result ... 36

Figure 4.2 Post-test score result ... 37

Figure 4.3 Comparision between pre-test and post-test ... 38

Figure 4.4 Students’ preference of games used in classroom ... 44

Figure 4.5 Students’ preference of working activity ... 45

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<b>Chapter 1 INTRODUCTION </b>

<b>1.1. Rationale </b>

Language learning plays a prominent role in the present scenario as English is a language for communication in education and business, sports, trade. Currently, more than 53 countries and territories use English as an official language. Vietnam is not out of the trend and has begun to teach English from the primary school level. Vietnamese Ministry of Education and Training (MOET) has set English as one of the three most important subjects at school. Specifically, many study promotion programs are proposed, from English talent contests in schools to competitions on the Internet, on TV, in scientific journals, annual Olympic competitions, etc. These programs are the motivation for students to practice and apply English in practice (Bahang, Hamzah, & Lanre, 2020).

Vietnamese students are also aware that English is considered indispensable condition on the path of integration and development, a universal key to open the doors of knowledge to help them reach out to the world. To improve the quality of teaching English at schools, English teachers have applied various teaching methods in teaching.

An engaging learning environment with numerous opportunities to speak in real-world settings will inspire learners to be more motivated and active in English teaching and learning. Using games in English classes is one of the most successful ways to promote and improve students' interest in studying, and it is the first step in attracting students' attention (Richards & Renandya, 2002). Moreover, the utilization of games in the lesson can be considered as a form of classroom management. In reality, games in English education frequently boost learning motivation for students because of their characteristics of activeness and competitiveness (Moon, 2000). From this knowledge, using games to teach vocabulary can be an effective and attractive method for ESL teachers.

Moreover, as a public teacher at a high school in Vietnam, the author desires to apply and discover the effects of using games to practice vocabulary in teaching English as a Second language to teenagers. Teaching vocabulary through games was chosen as the focus area for this research for several reasons.

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Firstly, the observation during the course of many lesson taughts during the author's teaching career as an ESL teacher at Xuan Van High School in Tuyên Quang Province reveals that new vocabulary in English lessons in Vietnamese public high schools is mainly taught through the translation approach. It means the teacher writes words on the board and tells the students the Vietnamese meaning, then asks them to learn by heart the spelling, pronunciation, and Vietnamese meaning. Secondly, it is often that the vocabulary is taught out of context, as isolated words. And thirdly, there is little diversity in the teaching approach employed in ESL classes in Vietnamese public high schools, especially those in suburban and rural areas. The main method is to focus on drilling the vocabulary so that students can generate the proper pronunciation of words. Other approaches, such as adopting games, are used infrequently to teach vocabulary (Richards & Renandya, 2002); but because using games takes time, teachers prefer to utilize drilling as an instant means of teaching and practice English vocabulary.

In conclusion, it is practical for the author to conduct research in using games to teach English vocabulary for tenth graders at Xuan Van High School.

<b>1.2. Aims and Objectives </b>

This study aims to discover the effectiveness of vocabulary games in improving the English vocabulary use for tenth graders at Xuan Van High School in Tuyen Quang. With this aim, some objectives of the research are presented:

<small>- </small>To what extent does the use of vocabulary games improve the students’ vocabulary use?

<small>- </small>What are the learners’ opinions towards the use of games in their vocabulary learning?

<b>1.3. Scope of Study </b>

The study was conducted with 40 students in Grade Ten at Xuan Van High School in Tuyen Quang to discover the effectiveness of using games in improving the English vocabulary use. In the school where the research was conducted, Vietnamese is the medium of instruction. Students are encouraged to speak in English when they

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avoided, but it is sometimes used to clarify complex linguistic concepts and clarify meaning. This action research employs a mixed-method approach. Its data is collected through questionnaires, student's pre-tests and post-test, and the interview results. Since the limit of time and resources, this research only focuses on some language games used in English classrooms but not other educational games or digital applications that retain English vocabulary.

<b>1.4. Research Question </b>

According to the aims and objectives of study, the research questions are included:

<small>1. </small> To what extent does the use of vocabulary games improve the students’ vocabulary use?

<small>2. </small> What are the learners’ attitudes towards the use of games in their vocabulary learning?

<b>1.5. Significance of study </b>

This study sheds light on the efficacy of employing games in vocabulary acquisition to improve students' enthusiasm for learning. Theoretically, this study enhances the community of ESL teachers' beliefs and knowledge about the value of utilizing games in education, particularly in teaching and learning the vocabulary of a new language.

Practically, this study provides practical material that English teachers and other languages teacher to identify innovative teaching techniques that interest students more. In addition, the curriculum developers, educational researchers might use the findings of this study to create a realistic vocabulary acquisition curriculum for their educational institutions.

<b>1.6. Organisation of the thesis </b>

This thesis includes five main chapters.

<b>Chapter 1 is an introduction part. Chapter 1 provides related background </b>

information, the rationale of the study, the aims and objectives, the research questions, the scope of the study, the significance of the study, the definitions of the key terms, and the organization of the thesis.

<b>Chapter 2 is about the literature review, presenting the information related to </b>

using game in teaching English vocabulary learning, its effectiveness and difficulty of

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applying game in teaching. This part also briefly mentions the previous study by both foreign and Vietnamese researchers.

<b>Chapter 3 illustrates the methodology of the study. It consists of the research </b>

design, the research site, the sample and sample processes, the research equipment, the data collecting process, and the data analysis procedures.

<b>Chapter 4 is a description of the study's findings based on data analysis from </b>

the vocabulary tessts, questionnaire and semi-structured interview. The data is also compared and contrasted with data from earlier research in the debate.

<b>Chapter 5 summarizes the thesis's key results, the study's implications, the </b>

research's limitations, and recommendations for further research.

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<b>Chapter 2 </b>

<b>LITERATURE REVIEW </b>

<b>2.1. Theoretical Background </b>

This paper is constructed based on three theories as follow:

The first theory is Constructivism, which is a subset of postmodernism, and game-based learning is founded on this foundation theory (Knight, 2006). Piaget (1950) proposed that learning is a quest for knowledge and that pupils construct their own knowledge via involvement. Piaget (1950) also contended that kids learn through a set of interconnected, interdisciplinary abilities and aims acquired through solo and collaborative inquiry. Constructivism is founded on three tenets: "knowledge is built by people," "knowledge is conjectural and imperfect," and "knowledge increases with exposure" (Knight, 2006, p. 96-97). Social constructivism "focuses on the importance of sociocultural context in understanding what occurs in the world through social interaction and constructing knowledge" (Wu et al., 2011, p. 271). Through the social constructivist lens, game-based learning emphasizes interaction among players and games, which are socially created as students develop new knowledge in a social environment (Wu et al., 2011).

The second theory is Social constructivism, which is based on a synthesis of Vygotsky's (1978) sociocultural learning theory and Piaget's (1950) constructivist learning theory, and it supports Dewey's (1897) educational philosophy of pragmatism, which holds that individuals learn by hands-on experiences. Vygotsky (1978), a well-known developmental psychologist, proposed that play significantly impacted a child's development. Through sociocultural learning theory, Vygotsky (1978) stated that learning is essentially social activity and that children may learn through activities in a social environment with the use of mediating instruments. According to Vygotsky (1978), "Play creates a zone of proximal development for the child. In playing, a child always behaves beyond his average age, above his daily behavior" (p. 102). Vygotsky summarized his socio-cultural findings in 1997: "Every function in the cultural development of the child appears on the stage twice, in two planes, first the social, then the psychological, first between people as an instrumental

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[interpsychological] category, then within the child as an intramental [intrapsychological] category" (Page 106).

The last theory is Pragmatism. Long before social constructivism was established as a philosophy, Dewey (1897), a pragmatist, argued in his pedagogic that students are social creatures and education is a social institution. "Education, therefore, must begin with a psychological insight into the child's capacities, interests, and habits. It must be controlled at every point by reference to these same considerations" (Article One). Dewey (1897) recognized the need for social learning and engaging pupils at most ease. He thought that hands-on experiences and game-based learning were excellent methods of reflective learning (Finstad, 2010). In 2008, 97 percent of American teenagers aged 12 to 17 reported playing video games on computers, handheld devices, consoles, or the internet (Lenhart et al., 2008). With the development of smartphones and tablets, virtually all American teenagers now play games; hence, it makes sense to focus on game-based learning in order to successfully engage today's students, providing them with a method to relate learning to familiar situations.

No consensus has been reached on second language acquisition theories for sure. For the objectives of this research, Vygotsky (1978) stressed the importance of the social environment in language learning through sociocultural theory. Furthermore, Gass (2012), a social interactionist, proposed that the learner builds knowledge in a second language through conversational exchanges. Swain (2013) bolstered Vygotsky's sociocultural theory, which combines cognition and emotion in social learning for second language acquisition, by stating that both comprehensible input and output are necessary for effective second language acquisition. Students learn a second language through interactions with other second language learners, native language learners, and teachers (Malone, 2012).

<b>2.2. Literature Review </b>

<i><b>2.2.1. Definitions of terms/concepts </b></i>

In general, vocabulary may be seen from various viewpoints since, as Finch

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language or as internal information held by speakers of that language. Rupley et al. (1998) also mentioned "Vocabulary is the glue that connects stories, ideas, and content together, and... vocabulary improves understanding" (p.99). The basic concept behind the preceding definitions is to think of vocabulary as a discrete unit of teaching in second language learning. As described by Lewis and Wollis (1998, as cited in Rupley, et al.) at the end of the 1980s, the Lexical Approach demonstrated the importance of vocabulary in SLA. Basanta's (2010) insights were significant, and she asserted in her psychopedagogic model of acquiring vocabulary that "lexical competence lay at the core of communicative competence and was thus fundamental to ELF teaching/ learning. At a glance, vocabulary is regarded as a crucial component of foreign language learning, and several studies have been undertaken in this area" (Basanta 2010, p.175). As Gruss (2016) points out, vocabulary may also be thought of as a collection of terms. A new piece of vocabulary, on the other hand, may consist of more than one word: for example, post office and mother-in-law, both of which are made up of two or three words yet represent the same notion. A good convention is to refer to vocabulary 'things' rather than 'words' in all such circumstances" (Gruss, 2016, p.69).

<i><b>2.2.2. Receptive and productive acquisition of vocabulary </b></i>

Passive vocabulary, according to Corson (1995), contains the active vocabulary and three additional forms of vocabulary - words that are only partially understood, low-frequency words that are not readily available for use, and terms that are avoided in active usage, Nation (2001) wrote. Corson's (1995) concept is based on whether or not a specific word is employed by the learner rather than on receptive and productive mastery of words. Even if a student does not use these terms frequently, he or she may be familiar with them and be able to use them at any time in speech or writing (names of holidays, for example). In many cases, though, the less often a given word is used, the poorer the knowledge of these words learners have so that they can forget some of the aspects (remember meaning but forget spelling, for example). DeKeyser and Sokalski (1996) prove that receptive and productive knowledge require different forms of practice. They question that receptive acquisition provides all knowledge needed for productive use. On the contrary, Ellis

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and Beaton (1993) show a slightly different perspective stating that receptive and productive knowledge need to be accessed differently, especially at the early stage of developing L2 proficiency. L1 translation means that the only way for young learners to access a foreign word is to rely on their L1 and translate it. The study on receptive and productive acquisition involves many areas and various perspectives. Nevertheless, it is important to explore this area in order to understand why learners are able to use some words actively while they only recognize other ones in a text or during a conversation. Noting how this process takes place might be useful while preparing and designing lessons and tasks focused on vocabulary, optimizing the effects of teaching (Ellis & Beaton, 1993).

<i><b>2.2.3. Definitions of games </b></i>

Games have always been and seen symbols of fun, enjoyment, involvement, competition, and cooperation. Advanced Learner’s Dictionary (8th Ed) defines a game as “an activity or sport” governed with rules, where people have to compete against others. In addition, El-Shamy (2001) states that it is a “Competitive activity played according to rules within a given context, where players meet a challenge” to achieve an objective and win (p. 15). Moreover, she has differentiated between a game and a training game. In addition to the other characteristics, the skill being developed in the training game is one of its objectives. Furthermore, she adds that games are the context where the learning material can be interesting and not boring.

Additionally, Prensky (2001) describes another feature that refers to the enjoyment found in playing a game. He believes that games are the kind of activities that bring “…enjoyment and pleasure” to the participants (p.68). Consequently, what kind of relationship is there between having fun and learning? Kirriemuir and McFarlane (2004) answer by stating that games provide a “forum in which learning arises as a result of tasks stimulated by the content of the game” (p.8).

From these definitions, it can be concluded that a game is a kind of rule-governed activity based on competition and meeting a challenge to accomplish a particular goal through an enjoyable atmosphere. During the classroom, games are used to reinforce or practice what has been studied, and they can be used as a way to

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motivate learners to have a pleasant interaction with the language. Moreover, language games are games based on the language, and they aim at developing language skills. For example, Crosswords Games can improve learners’ vocabulary.

<i><b>2.2.4. Game as an instructional technique </b></i>

The use of games in the classroom as a teaching tool is not new. Through surveys of undergraduate business students, Azriel, Erthal, and Starr (2005) discovered that playing a Jeopardy game in class to study for an exam was favored over a lecture-driven review. When the average exam results of students who reviewed for the exam with Jeopardy were compared to a control group of students who received a standard lecture-style and question/answer review, there was no discernible change in exam scores. These findings indicated that the game technique of review was just as successful as the traditional way of learning; nevertheless, polls revealed that students overwhelmingly favored the game method (Azriel, Erthal, & Starr, 2005).

Games are very popular in ESL classes. Yang (2007) performed research using four different commercial games used in the classroom to teach fundamental language skills in her EWU Master's thesis on student motivation and games (speaking, reading, vocabulary, and grammar). Mad Gab, Boggle, Guessture, and Pictionary were among the games she tried. Yang led the games in an English 112 classroom of college ESL students and then collected journal writing examples from students about the rewards and challenges of playing the games in class. She discovered that students saw the games as a friendly and encouraging method to learn through analyzing their diaries. The majority of the students who took part in the study reported in their notebooks that they had a good time playing the games (Yang, 2007).

Playing games in the classroom to practice language skills can help students recall what they are learning and attain higher language fluency by aiding with the cognitive processes that transfer knowledge from short-term to long-term memory. Macedonia (2005) advocated utilizing games as instruments for focused proceduralisation of declarative information in language acquisition. Declarative (fact) knowledge includes understanding language rules such as grammatical constructs; but, once a person becomes proficient in a language, they no longer think

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about the rules since their declarative knowledge has become proceduralized. Macedonia claims that playing targeted language games with repetition and spoken practice leads to proceduralisation (Macedonia, 2005).

<i><b>2.2.5. Games to teach ESL/EFL Vocabulary </b></i>

Vocabulary games and role-play provide learners with the opportunity to participate in an exciting exercise that helps them memorize new vocabulary better than studying it from a dictionary alone.

Javad A'lipour and Ketabi (2010) discuss a unique game they employ in their classrooms to teach vocabulary to EFL students. Students in two teams predict the words written on a card after being given hints by a partner. The student providing clues to his team attempts to define the word using synonyms, definitions, or alternative linguistic methods until his team correctly guesses the term. Javad A'lipour and Ketabi discovered several advantages to the game, including team competition, which led to students' desire to actively participate in the activity by all of the students explaining or guessing the word. One disadvantage of the game discovered by the researchers was that the students describing the term tended to utilize basic synonyms and did not frequently move towards more complex structures. Their advice to teachers who intend to utilize the game in their classrooms is to give incentives, such as extra points or awards, to students who attempt to employ more complicated structures in their definitions. According to Javad A'lipour and Ketabi (2010), using games to teach vocabulary allows different learning styles in the learners while making the courses more entertaining. They lament that "traditional memorization drills" dominate vocabulary teaching and discuss Graves' (2000) contention that "ESL teachers who want to improve students' vocabularies realize that they have to foster classrooms that accommodate multiple learning intelligence..." and that "games have always been recognized as important tools that can dramatically change the atmosphere of the class" (Javad A'lipour, & Ketabi, 2010, p. 1). As Javad A'lipour and Ketabi point out, games like the one they describe are useful classroom tools, and their utilization as a teaching strategy improves

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Mystery Word, Word-O, and Word Sorts are three unique vocabulary games described by Wells and Narkon (2011) for teaching ESL vocabulary. In the Mystery Word game, the entire class guesses a word in response to the teacher's clues. The instructor puts 10-20 vocabulary words on the board and then gives hints regarding the term while the pupils ask questions. The teacher may provide clues such as "the mystery word contains five letters" or "the mystery word snows." The Word-O game is similar to Bingo. Students are given Bingo-style cards that have their goal words inscribed on them. When the teacher shouts out definitions, pupils must cover the word on their card that corresponds to the definition. The first student to win a "Word-O" must first verify that he or she correctly identified all of the words and then wins! Word Sorts is a game in which students work in small groups or pairs to categorize target words. Students are asked to consider how the target words are similar to or dissimilar to one another. Students can construct pairings or groupings of words and must explain their reasoning to the class. Wells and Narkon (2011) discovered that playing these activities in the classroom kept students focused and pushed them to acquire new terminology. However, more study is needed to establish if the games described resulted in vocabulary learning.

<i><b>2.2.6. Factors affecting the choice of games </b></i>

According to Lewis et al., (1999), selecting a game for a lesson should begin with an assessment of the learners' skills, predispositions, and requirements. Based on this knowledge, the instructor can investigate what various sorts of games can offer to the EFL classroom. In addition to these fixed variables, there are those that are more malleable, such as the time of the lesson when the game is employed (as sometimes, the teacher can make a spontaneous decision that a given element of language could be processed with the use of a game). This controls the length of time available to play the game. Furthermore, as Masheder and Mildred (1989) points out, games can be utilized as a backdrop or a prelude for other, more detailed activities, or they can be the major emphasis of the class, providing a framework for students to present and practice L2 input. Depending on this fundamental function, the selection of a given game may be confined to a specific category of games. According to Hong (2002),

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the proper choice of a game for the lesson should be based on a range of variables such as the objective, the language emphasis, the learners, and technical considerations. This may be accomplished by looking over a list of questions such as: - Which specific component or language skill can be taught or practiced on the basis of a certain game?

- Is the game one is going to select appropriately for the learner's age, abilities, knowledge, or interests? Can they gain from using the game?

- Why is it useful to resort to a certain game at all? - Did the usage of a certain game (or kind of game) result in beneficial educational outcomes? If so, what were the specific results?

- Can the game be implemented in its original form, or does it need to be modified in any way? If so, will the instructor be able to apply the necessary changes quickly?

- Is there adequate engagement and participation for learners who organically arise from the game? (Hong, 2002).

Answering these questions may reduce the possibility of selecting an incorrect game, which would be a waste of time in such a circumstance. However, it should be recalled that there are a number of other factors to consider, which is why each game should be reviewed once it has been implemented. The appraisal of games might be beneficial while picking a game the following time (Hong, 2002). According to Siek-Piskozub (1995), one of the primary variables influencing the selection of a certain game for the lesson is the learners' age. Young learners have fast cognitive growth, yet they are nevertheless vulnerable to a variety of cognitive constraints. In this way, the instructor should be completely aware of the fact that even the most engaging, lively, and enjoyable game cannot fulfill its function if the L2 material it contains is above the present level of L2 demonstrated by learners. Alternatively, the L2 topic might be too simple for pupils, which is also an issue since if students can manage it quickly, they will not pay attention to it. As a result, their motivation and participation in the class suffer significantly. Other variables influencing the author's choice of games include technical concerns such as the availability of essential tools

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or equipment and the availability of space (for movement games, for example). According to Halliwell (1992), the game chosen for the class should appeal to the learners' imagination and incorporate their creativity. As a result, the games utilized may incorporate aspects of fantasy, giving a regulated degree of the imaginary world. This may assist youngsters in understanding their surroundings while also creating an exciting backdrop for interaction in the classroom. Young learners may bring pleasure and play into everything they do, and they can also build their own perspective of reality.

<i><b>2.2.7. Implementing games during the lesson </b></i>

In reality, the concerns to address after a game is utilized during a session are inextricably linked to the variables influencing game selection. One of the most important things to remember is that once the game is chosen, the teacher's role and active participation do not cease but rather alter. This implies that the instructor must keep track of how students process and utilize L2 as well as how they engage throughout a game. The data gathered during the class and specific activities may be extremely beneficial for developing, choosing, and executing games on another occasion. Many aspects must be considered and followed when using games during foreign language courses, according to Dobson (1997).

To begin, the instructor should understand the game's rules, acquire resources, and decide how to guide discourse during or after the game. She/he should also ensure that the activity presented is enjoyable. When this does not occur, it is preferable to change the game or discontinue it for a period of time. Second, the instructor should select a game that permits as many students as possible to participate. It is critical to ensure that all youngsters are properly engaged as active participants rather than idling their time as observers alone. It should be noted that the game is within the capabilities of youngsters. Otherwise, learners may get easily disheartened, resulting in the opposite consequence. Third, sometime between the middle and conclusion of the session is a better time to change the pace of the instruction and play a game. It is recommended to conduct some 'trials' to ensure that the rules of a game are understandable and to stand in front of the class as the leader

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or referee. If all pupils follow the rules, there is minimal room for cheating, trickery, and rule-breaking. Fourth, a pleasant but strong tone and a minimum of discipline in the classroom are required to prevent a breakdown during the game. The duty of the instructor is to provide appropriate encouragement while avoiding discouragement. The instructor should see which pupils get demoralized or even abashed and make efforts to prevent him/her from withdrawing into himself/herself. During team groups, the instructor should ensure that there is an equal number of skilled and less proficient students. Because of such a power balance, the game or play is fair, and each team feels valued (Dobson, 1997). Fifth, if a game activity does not appear to be working, the instructor should switch to a different game. The instructor should have a wide range of games available to him or her. Dobson (1997)'s advice is to avoid playing a game for so long that participants become bored, as well as playing the same game too repeatedly. Even though the instructor considers a wide variety of criteria while selecting a game, there is no guarantee that no difficulties will arise after the game is implemented. As a result, there is a need to examine a variety of undesirable effects or difficulties associated with the usage of games during foreign language courses.

<i><b>2.2.8. Possible negative outcomes of using games in foreign language classrooms </b></i>

When addressing games in foreign language education, the emphasis is mostly on the benefits they offer and the benefits they imply for students. However, it may be beneficial to throw some light on potential drawbacks or harmful effects, which, as Scott and Ytreberg (2001) indicate, may include the following:

- External disruptions or noises that may be very distracting to students. In such a case, the teacher can change the game, choose another one (that fits the environment), or choose an entirely other activity. Internal disruptions can be from a learner who is uninterested in playing a game or who has overall disciplinary issues, which disturbs other pupils.

- A class has been out of control due to being very active during a specific portion of the course. In this case, a relaxing activity, such as reading aloud, may be beneficial.

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- A issue may also emerge if the game goes longer than anticipated. The instructor may then assign it as homework, continue the game at the expense of other duties, or postpone it until another time.

- If students progressively exit the game (or if certain students finished the job early), it is critical not to leave them unsupervised. As a result, the instructor should either plan some extra exercises for such instances or be ready to come up with them on the spot.

- It is also possible that students are unwilling to play the game because they are not in the appropriate state of mind on any particular day. In such cases, the teacher may try to select another game or something entirely different.

- It is possible that learners will be unable to play the game properly at some time, either because they do not understand the L2 topic or because of technological issues. Again, a quick response from the teacher, such as skipping the tough part (if possible), is the best option.

The issues described above can arise when playing games, but they can also arise during a variety of other work kinds. According to Siek-Piskozub (1995), issues with the use of games might be caused by an insufficient organization, students' attitudes, or an insufficient choice of a game that does not take into consideration the personality characteristics of all learners as well as their competence level. In terms of learners' behavior, it appears that they are frequently engaged in the game and eager to participate actively in it; nevertheless, for various causes, particular difficulties indicated in learners' behavior might develop. The first is about psycho-somatic problems. It indicates that students might become too enthused about playing a game, causing them to become hyperactive. Another issue arises when games include a competitive aspect. This is especially problematic for teens who may turn to illegal measures in order to attain their goal of winning. As a result, while using games featuring competitiveness and rivalry, the instructor must use extreme caution. Finally, it should be noted that students may have difficulty grasping the game's rules. In such a case, learners may lose interest in the game and become inactive. Furthermore, high-ability learners may feel irritated, while low-ability learners who lag behind may slow down the entire group. This creates a bad environment in the classroom (Siek-Piskozub, 1995).

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To summarize, games are regarded as one of the most effective teaching methods of EFL learners' English vocabulary. Many factors impact the selection of games and their application in classes. However, the potential drawbacks of games should be considered before developing a lesson plan centered on games.

<i><b>2.2.9. Previous studies </b></i>

A plethora of studies examined the use of gamification in vocabulary learning. Permana and Permatawati (2020) recently examined the effect of using Quizizz as an assessment tool in German classrooms on vocabulary and structure mastery and students’ attitudes toward using Quizizz in the classroom. The participants were 61 who used the application. The results showed that using Quizizz was useful as a testing tool in learning German. Moreover, students showed a positive response to the use of Quizizz in the classroom. Retherford (2020) examined the effects of gamified vocabulary lessons on Spanish speaking ELL students' outcomes. The experimental group played Osmo Words games, whereas the control group used paper-based lessons. The participants were 16 students in the primary school who were equally divided into experimental and control groups. The results showed the efficacy of gamification with increasing vocabulary growth 40% higher than the control participants. Besides, their motivation and engagement increased compared to the control group.

Moreover, Calvo-Ferrer (2017) investigated the effect of the educational video games 'The Conference Interpreter' on L2 vocabulary acquisition and perceived learning gains. The participants were 59 students, divided into experimental and control groups. The experimental group used the video game, whereas the control group used a non-gaming tool. Although the results of pre-, post- and delayed tests showed that the experimental group performed statistically better. The regression model results showed that the actual enjoyment of the game seemed not to affect the students' learning outcomes, neither according to their own estimation nor as determined by testing.

Sadeghi and Sharifi (2013) investigated the effect of four post-teaching activities on the vocabulary acquisition of 111 beginner adult EFL learners in Iran.

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The four activities were games, narrative writing, role-play, and speaking tasks. The post-tests revealed that all of the activities were effective approaches to teaching vocabulary, with games and role-plays being the most effective. Regarding classroom activities for learning vocabulary, they discuss a need for a teaching approach that requires all learners to make contributions. Specifically, they state that “language students need the willingness to be active learners over a long period of time; otherwise, there will be a low chance of retaining vocabulary, regardless of the quality of instruction” (Sadeghi & Sharifi, 2013, p. 2). They also advocate for students to participate in different task-based activities to further improve their vocabulary learning. As discussed earlier, the use of games to teach vocabulary is a task-based teaching approach. Task-based lessons also “especially focus on helping learners develop and use words in different contexts by making the lessons enjoyable” (Sadeghi & Sharifi, 2013, p. 2).

Sadeghi and Sharifi also cited the research of Wierus and Wierus (1994) which stresses that games provide students with motivation to learn in a relaxed atmosphere: “a factor in students’ willingness to allocate their time and effort is their interest and motivation… By bringing fun to language classrooms, games help create a relaxed atmosphere, which plays a role in students’ remembering things faster and better” (Wierus & Wierus, cited in Sadeghi & Sharifi, p. 4). Furthermore, games boost motivation and “help them engage with vocabulary cognitively, which results in improvements in acquisition rates and deeper levels of processing” (Sadeghi & Sharifi, 2013, p. 4). In addition, Sorayaie Azar (2012) found advantages to learning vocabulary in different ways. First, “games facilitate the retention of new words by bringing in relaxation and fun to learners. Second, they usually involve friendly competition and keep learners interested” (Sadeghi & Sharifi, 2013, p. 4).

Fahim and Sabah (2012) conducted a study with 40 pre-university Iranian students who had been exposed to a lesson in which they participated in a role-play game using targeted vocabulary words. The researchers found that the students who participated in the role-play had better acquisition of vocabulary words on a post-test in contrast to a control group who received no treatment. They cite Sánchez, Morfín, and

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Campos (2007) who stated that all effective classroom games have three common aspects to them including competition, rules, and enjoyment. Sánchez, Morfín, and Campos argued that “Competition interactive games build up the student’s motivation, as they are constantly engaged in the daily competition” (Fahim & Sabah,p. 1279). They also asserted that rules were critical to the outcome of a game, providing structure and boundaries for the activity. Finally, regarding enjoyment, Sánchez, Morfín, and Campos state that games increase students’ motivation to learn through enjoyment of the activity and that students become more interested in learning the language.

Nguyen and Khuat (2003) have conducted an action research to check the effectiveness of games in teaching and learning English vocabulary to university students. The research applied some language games such as Hangman, animal squares, and advertisement poster competition. The research showed that students enjoyed games used in the class and found that they helped improve their vocabulary.

Loan and Ngan (2018)’s article generalized the theoretical basis of language games in teaching English. On that basis, the authors conducted a study on the perceptions of 389 economics major students of some public universities in Hanoi on the application of language games in teaching English. Research results have confirmed the role of language games in teaching English: creating a happy learning atmosphere, promoting students’ learning motivation, and creating an environment to practice communication skills, pronunciation, vocabulary development, as well as grammar reinforcement for EFL students.

Another action research conducted by Gruss (2016) determined the effectiveness of English as a Second language learners that live in a native speaking country; the focus is on academic vocabularies and young learners. This research also shows that games can help students learn vocabulary words better; however, the researcher admitted some limitations on running the research.

<i><b>2.2.10. Research gap from previous studies </b></i>

Through researching previous studies, the research gap is revealed. The research on language games is popular, but the research on vocabulary games that are

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learners at Xuan Van high school have not yet been clarified. So, it is worth doing the research to cover the research gap.

<b>Summary </b>

In summary, much of the literature suggests that using classroom games for vocabulary instruction is an effective method of teaching vocabulary in an ESL/EFL context. Findings suggest that students enjoy games as an instructional technique and that a fun, relaxed classroom atmosphere leads to more a more enjoyable learning experience. The research also shows that playing word games in class helps students retain new words better in memory and that engaging activities such as games and role plays lead to better vocabulary performance on post-tests than alternative activities. The current research provides ample studies addressing the topic of teaching ESL/EFL vocabulary in general and using games as a technique more specifically; however, more case-study research on the topic which seeks the effects of specific games on learning allowed ESL/EFL educators to determine the most effective and specific types of games to use for teaching vocabulary to their students.

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<b>Chapter 3 </b>

<b>RESEARCH METHODOLOGY </b>

This chapter provides details of research design, research context, participants, research collecting instruments and research data analysis.

<b>3.1. Research design </b>

As this is action research, a project of conducting a game-based English vocabulary weekly lesson is designed. Every game-based lesson employs one or more language games (among Bingo, Pass the ball, Slap the board, TPR, Noughts and Crosses, Lucky number, Shark attack, and Miming game) which proved to enhance vocabulary usage for ESL students effectively. The period from December to February was the preparation time for the project. This project officially launched from March 2022 to May 2022. Within two months running (March and April), 40 students got a total of 8 weekly tests and 2 monthly tests to screen their improvement. After that, in May, 40 students completed the research questionnaire and joined in the interview.

A mixed method design was used to evaluate the efficacy of utilizing games in students' English vocabulary usage and their views regarding the use of games in improving their English vocabulary usage. Quantitative data were gathered through the analysis of a series of weekly and monthly tests and a questionnaire. And qualitative data were gathered through interviews in which the interviewer simply asked a few pre-planned questions to assess students' attitudes about classroom games.

<i><b>3.1.1. Definition of action research </b></i>

In order to carry out the research, action research was used. There are many different definitions of action research. According to LoCastro (2000), action research is one form of Classroom Centered Research which is seen as being small-scale and situational, that is, focused on a particular problem, to try to understand and perhaps solve some concrete problem in an individual teacher’s classroom. It is defined as “ideas-in-action” and is generally not during normal, everyday activities. It can be carried out by a group of teachers who decide to cooperate, and thus is collaborative, or can be done by one teacher. Hopkins (1985) also stated it as the

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improve, and reform practice. In addition, Cohen and Manion (1994) highlighted that action research is “small-scale intervention in the functioning of the real world and a close examination of the effects of such an intervention”. Nunan (1992) pointed out that action research is “problem focused”, mainly concerning with a single case in a specific situation and trying to find solution to the problem focus.

Furthermore, McNiff (2013) suggested that action research involves two aspects: Action-think carefully about the situations and perceptions of the situations, and research involves data-gathering, reflection on the action shown through the data, generating evidence from the data, and making claims to knowledge based on conclusions drawn authenticated evidence. Ebbutt (1985) (cited by Cohen 1994) regarded action research as a systematic study that combined action and reflection with the intention of improving practice.

With many definitions above, I am concerned with the several strands of action research are drawn by Kemmis and Taggart (1988) in their all-encompassing definition: "Action research is a form of collective self-reflective inquiry undertaken by participants in social situations in order to improve the rationality and justice of the own social or educational practices, as well as their understanding of these practices and the situations in which these practices are carried out... The approach is only action research when it is collaborative, though it is important to realize that the action research of the group is achieved through the critically examined action of individual group members". (Kemmis and Me Taggart 1988, p.5)

The several features that the definitions suggested that action research has key principles. These are summarized by Kemmis and Me Taggart (1992):

<small>- </small> Action research is an approach to improving education by changing it and learning from the consequences of changes.

<small>- </small> Action research is participatory: it is research through which people work towards the improvement of their own practices (and only secondarily on other people’s practice).

<small>- </small> Action research develops through the self-reflective spiral: a spiral of cycles of planning, acting (implementing plans), observing (systematically), reflecting... and then re-planning, further implementation, observing and reflecting...

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<small>- </small> Action research is collaborative: it involves those responsible for action in improving that action...

The purpose of action research is to identify “problematic” situations or issues that need improving, and then undertake practical interventions in order to bring informed changes into practice. The researcher had the decision to choose an action research project as her methodology because action research refers to teaching initiated classroom investigation that seeks to increase the teacher’s understanding of the classroom teaching and learning, and to bring changes in classroom practices.

<i><b>3.1.2. Process of action research </b></i>

There are many ways to conduct action research. Sagor ( 2005) (cited by Cohen 1994) sets out a straightforward four-step model of action research: clarify vision and targets, articulate appropriate theory, implement action and collect data, reflect on the data and plan informed action.

According to Nunan (2005), the seven steps in the action research cycle include:

<small>- </small> Initiation: The teacher comes up with a problem. His/her students do not seem interested or motivated. What should be done?

<small>- </small> Preliminary investigation: spending some time collecting baseline data through observation and recording classroom interaction.

<small>- </small> Hypothesis: After reviewing the initial data, he/she formed the hypothesis that the students are unmotivated.

<small>- </small> Intervention: The teacher devises a number of strategies for encouraging the students to relate the content of the lesson.

<small>- </small> Evaluation: After several weeks, the classroom is recorded again. There is much greater involvement of the students, and the complexity of their language and student-led interactions is enhanced.

<small>- </small> Dissemination: The teacher runs a workshop for colleagues and presents a paper at a language conference.

<small>- </small> Follow-up: The teacher investigates alternative methods of motivating students.

In a different study, Kemmis and McTarggart (2014) suggested that action research has four steps: planning, action, observation, and reflection.

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<small>- </small> Planning: a problem or issue is identified and plan of an action is developed to bring improvements in specific areas of the research context.

<small>- </small> Action: the plan is put into action.

<small>- </small> Observation: the effects of the action observed and data are collected.

<small>- </small> Reflection: the effects of the action are evaluated and become the basis for further cycles of research.

The researcher followed four action research steps from Kemmis and McTarggart (cited by Cohen 1994) to fulfill the study because they are very detailed and clear to understand and easy to adapt to the context of Xuan Van High School.

The study, “Using vocabulary games in teaching English vocabulary to tenth-graders” was carried out at Xuan Van High School in 8 weeks in the second semester. In the following sections, the stages of this research will be described in more detail.

<b>Stage 1: Planning </b>

In this stage the researcher defined an area of focus, describing the problem, reviewing the literature, and writing an action plan to guide the research. With years of experience in teaching English at Xuan Van High School, the researcher’s discussion with learners, and other teachers, she identified that many students had difficulty in learning vocabulary. The learners’ biggest problem is a lack of vocabulary knowledge and motivation to learn vocabulary. They learned vocabulary passively, easy to forget the words, and they got bored with writing the words two lines. Therefore, this area was selected to be the research focus in this study.

The researcher used a pretest, a posttest, pre-questionnaires, post-questionnaires, and interview to collect data about using language games in learning vocabulary as well as learners’ attitude towards using language games.

The study lasted for 8 weeks in the second term, so the researcher selected suitable games and apply them from week 2 to week 9. The first week and the last week the pre- and post-tests, the pre- and post-questionnaires, and interviews were carried out.

<b>Stage 2: Action </b>

There were three steps in this stage. The first step took place in week 1. The second step from week 2 to week 9, the researcher applied eight language games (Bingo, Pass the ball, Slap the board. Total Physical Response (TPR), Noughts and Crosses,

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Lucky number. Shark attack, and Miming game) in lessons. The last step in week 10, researcher gave posttest, conducted post questionnaires, and group interviews.

This is the detailed week’s plan: Week 1

First, the researcher introduced the aims of the experiment and the action plan. Then, she got learners’ attitude towards using language games in learning vocabulary information by giving pre-questionnaire handouts to students.

The students took the pretest to check their vocabulary competencies. Week 2 to week 9

The lesson plan was implemented from week 2 to week 9. The students have 6 periods of English per week. There were 5 units in English textbook 2 for tenth Grade. This action plan was applied in the second term, students learn from unit 5 to unit 10. Based on analyzing the characteristics of teenager learners and game types, the researcher consulted with her colleagues. The researcher decided to choose three games because they were suitable and easy to use for these types of learners. The games were Bingo, Pass the ball, Slap the board, Noughts and Crosses, TPR, Lucky number, Shark attack, and Miming game. In the action plan, the researcher tried to use a variety of these games in each period and the game could be repeated.

Week 10

First, the students took the posttest. Next, they finished the post questionnaires. And the researcher interviewed learners in groups.

<b>Stage 3: Observation </b>

The researcher was a teacher as well as an observer in the classroom action study. The teacher observed during the teaching and learning procedure to obtain information that is very useful for the studying process.

While implementing vocabulary games, the researcher observes learners’ attitudes, the atmosphere in the classroom, and students’ participation in classroom activities and takes notes. In this stage, the results from pre - and post-tests, pre- and post-questionnaires were coded and compared to help teachers change appropriately and measure the effect of language games on vocabulary improvement as well as

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conducted following the questionnaire to gain a deeper understanding of students’ attitudes towards language games.

<b>Stage 4: Reflection </b>

In the final stage, the action plan was completed. The researcher reflects daily on the teaching and learning process. It included a summary of findings, recommended actions, and the identification of individuals responsible for the action. All the data were analyzed, evaluated, and became the basis for the next cycles. Based on this data, the researcher gave recommendation for further research. The researcher intended to continue with using vocabulary games in other classes with other participants in the next semester to see if they have effectiveness.

<i><b>3.1.3. Action plan </b></i>

This table illustrates the action plan of the current action research Table 0.1 Action Plan (Author's design)

Week 1 Introduction, objectives, game sample Pre-questionaire

Pre-test

Week 2 Unit 6: Gender equality

Lesson 1

<b>Bingo </b>

<b>Procedures: </b>

- Give every student a bingo card with 9 squares. - Give Ss the topic: classes

- Ask Ss to choose nine words on the board and write one in each square.

- Teacher reads the word, if students have the

<i>word they tick J next to the word. </i>

<i>- If a student has all words have ticked J covered </i>

diagonally, across a row or vertically in a column, they should call BINGO.

If a student claims they have BINGO first, he/she is the winner.

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Select the vocabulary that you are going to teach. Gather any equipment, props or pictures you will need to illustrate the meaning of the words.

- Teacher Modeling

Say the new vocabulary word for the students. As you do this, use gestures, facial expressions, props or body movement to illustrate the meaning of the word.

- Student Modeling

Have student volunteers mimic the same gestures, facial expressions, use of props or body movement modeled as you say the word.

- Student Participation

Have all students mimic the same gestures, facial expressions, use of props or body movement modeled by the teacher and student volunteers. Ask them to say the word as they are making the move. Vary this activity by then doing the action and while students say the word.

- Writing

Write the word or phrase where all students can see it so that students can make the connection between oral and written words.

- Repetition and Practice

Teach the next word or phrase using the same method. Review and practice words with students

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<b>Time Content </b>

multiple times to ensure learning. Recycle words regularly to make sure that students do not forget

- Students listened to music and passed the ball. - When the music stops, if students hold the ball in his/her hand. The student who received the ball had to answer the question: Where are you? - I’m Week 5 Unit 7: Cultural

diversity Lesson 2

<b>Noughts and crosses Procedures: </b>

- Draw a little grid with two lines crossing another two lines at right angles.

- Divide the class into 2 teams.

- Decide who is going to write "X"s and who will write "0"s and take turns to play.

- Teacher sticks 9 pictures into 9 squares, and students choose one picture and make a question and answer with the picture. If they make it correctly, they can put X or o in this square.

The winner is the team who manages to fill three squares in a row, either across, down or diagonally. Week 6 Unit 8: New way

to learn Lesson 1

<b>Lucky number Procedures: </b>

- Show a slide that has 10 stars with 10 numbers (from 1 to 10). Each star related to vocabulary items and lucky numbers.

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<b>Time Content </b>

- Among those numbers there are 3 numbers are lucky numbers (For example: 3, 6, 9) and 7 numbers are questions.

- Divide the class into 2 teams.

- Get them to make creative team names.

- Ask each team to rock-paper- scissors to find the team can choose the number first.

- Ask students to choose the number. If the number is lucky, they get 10 points without answering the questions. If the number is unlucky, students have to answer the questions, if they answer correctly, they get 5 points.

- The team who has the higher points wins the games. Week 7 Unit 8: New way

to learn Lesson 2

<b>Shark attack Procedures: </b>

- Student draws a card from the pile.

- If the student reads correctly, he or she gets to keep it. No guessing! The student must say the word correctly in order to keep the card.

- If a Shark Attack card is drawn, the student loses all their cards. (But then immediately draws another card from the deck.)

- If a Lifeboat card is drawn, it acts as a bonus card, and then they draw another card.

The player with the most cards wins. Week 8 Unit 9: Preserving

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<b>Time Content </b>

(One word/ sentence on each piece of paper - are collected into a pile).

- The game leader or teacher draws one card and shows it to one of the students who have to mime the action on the paper to his/her own group members. They are allowed to make three guesses.

- If students produce the correct sentence they are given a point.

Students take their turns and the winner is the team with the highest score.

Week 9 Unit 9: Preserving the environment Lesson 2

<b>Slap the board Procedures: </b>

- Divide the class into 2 teams. Each team sends a representative to the board.

- Write all the words on the board and circle each one (or stick the pictures on the board)

- The teacher reads the words, 2 students stand backward and use toy hammers to slap the words, (or slap the words with their hands)

- The quicker student is the winner and that student gets 1 point for their team.

Finish the game, the team who has the higher points is the winner.

Week 10 Post-test, Post-questionnaire and Interview

<b>3.2. Context </b>

This research is conducted at Xuan Van High School in Tuyen Quang province. This school is located in a rural area in Vietnam. With this characteristic, the students here have little exposure to the native English language on a daily basis. The only chance that helps they get exposure is by watching English video or

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learning at English class. However, high school English lessons seem impractical and boring that uninspired students to learn the language, especially English vocabulary. Through the researcher’s observation via years of teaching at Xuan Van High School, the researcher perceived a situation of students’ shortage of English vocabulary and unmotivated English vocabulary lessons at school. A period of literature review has been done to come up with the method of using games to improve the English vocabulary use for students. So, this research is conducted to figure out an effective method to increase students’ eagerness to learn and use English vocabulary.

<b>3.3. Participants </b>

40 students from a tenth-grade class at Xuan Van High School were encouraged to participate in the project. Students were already divided into their class on their first school day, and the researcher makes no class rearrangement for any of them as this was a complicated and meaningless procedure. So, participants were delivered game-based English vocabulary lessons in their original classes weekly. This was also the purpose of interacting with the same situation as in practice to gain knowledge if the method works on a large class scale like the one at Xuan Van High School.

<b>3.4. Data collection instruments </b>

To answer the research questions of the study, the data were collected through two tests, two questionnaires, and an interview. To answer the first question a pre-test and a post-test were used. To address the second question, a questionnaire and an

<b>interview were used. </b>

<i><b>3.4.1. Vocabulary test </b></i>

The aim of this research is to indicate the effectiveness of using language games in teaching vocabulary to 10^th graders at Xuan Van High School. Tests were chosen as an instrument to gather information. According to Nation (1990), tests are important because it is to find learners’ total vocabulary size, to compare vocabulary knowledge before and after the course, to keep a continuing check on progress, to encourage learning by setting a short-term goal, to see the effectiveness of the teaching and to investigate learning process.

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Two types of tests were administered before and after the trial: a pre-test and a post-test. The pre-test was done at the beginning of the second semester before games were implemented (vocabulary was taught and learnt in the former way) and the post-test was used at the end of the second term with games implementation (using vocabulary games in teaching and learning vocabulary). The level of difficulty and the format of these two tests were similar. The tests followed the syllabus of English textbook for tenth graders textbook 2, which was taken from the exam questions bank of student’s curriculum at Xuan Van High School. However, the content of the tests was not quite similar as they were designed based on the lexical that students had learnt during the course.

The test papers include 5 sections:

Section 1 with 6 questions asked students to look at the picture and circle the correct word (1.5 points). There were 10 questions in section 2 that students had to circle the odd one out (2.5 points). In sections 3 with 4 questions, students had to reorder the letters to make the words (Jumbled words) (1 point). In section 4, students had to choose the best answer A, B or C to fill in the gap in 10 questions (2.5 points). And section 5 requested students to fill in the missing words in the blanks with 10 questions (2.5 points).

Students took each of the tests in 40 minutes. The tests were marked carefully by the researcher. The scores on each test range from 0 to 10 and were grouped into levels of performance as follows:

The result of the post-test was compared with the result of the pretest by counting scores which learners made. The results from the tests help the researcher

<i><b>answer the research question “To what extent does the use of vocabulary games improve the students’ vocabulary use?". </b></i>

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