Investigation into the role of interactive learning, aimed at increasing k40 studentsenglish speaking ability in hanoi pedagogical university n0 2

HANOI PEDAGOGICAL UNIVERSITY N
O
.2
FOREIGN LANGUAGE FACULTY



TRINH THI HAI YEN





INVESTIGATION INTO THE ROLE OF
INTERACTIVE LEARNING, AIMED AT
INCREASING K40 STUDENTS‟ ENGLISH
SPEAKING ABILITY IN HANOI PEDAGOGICAL
UNIVERSITY N
0
. 2
A MINOR THESIS FOR GRADUATION


Supervisor: Rick Parfett

HA NOI - 2015

i

ACKNOWLEDGEMENTS

I would like to take this chance to express my greatest gratitude to Mr. Rick
Parfett, my supervisor, for his patience in providing continuous and careful guidance
as well as encouragement, indispensable suggestions and advice.
I wish to thank all the lecturers at Hanoi Pedagogical University Number 2,
especially the lecturers in the Foreign Language Faculty for their dedicated
instructions during my years of university work.
I would also like to take this opportunity to express my deepest thanks to first-
year English majors at Hanoi Pedagogical University Number 2 for their help in
completing the survey questionnaire.
I am particularly grateful to my close friends for their kind assistance and their
encouragement during my study.
Last but not least, I owe a debt of gratitude to my beloved family, for their whole-
hearted encouragement and endless support.

ii
ABSTRACT

There has been a large amount of research indicating that interactive learning
methods can help to improve students‟ English speaking ability. In Vietnam, however,
tools such as games, plays and presentations are rarely used at high school, and only
sporadically at university. While Vietnam is in the process of changing from a
traditional, teacher-centred approach to education to a more flexible, student-centred
approach, few studies have been undertaken regarding the use of interactive learning
methods. It is important to investigate Vietnamese students‟ perceptions and
preferences regarding interactive learning, as well as to evaluate its effectiveness in
increasing speaking ability. This study investigates the attitudes towards, exposure to,
and role of interactive learning in a class of first-year students at Hanoi Pedagogical
University No.2 (HPU2). The first phase of the study consisted of 40 first-year
students completing anonymous survey questionnaires to gauge their perceptions of
interactive learning. The second phase consisted of statistical analysis of sequential
mid-term test scores, the first after one months‟ exposure to interactive learning
(semester one), the second after six months‟ exposure (semester two). Analysis of
responses to the survey questionnaire reveal a student body that is enthusiastic about
interactive learning despite a lack of previous exposure to these methods. Students are
eager for more interactive learning tools to be incorporated into classes, and most feel
that these methods improve their confidence and speaking ability. This perception is
supported by analysis of the test scores, which demonstrate a significant improvement
between semester one and semester two. This study suggests that interactive learning
methods, while not traditionally a part of the Vietnamese educational system, are

nevertheless popular and effective tools to improve students‟ English speaking ability.


iii
STATEMENT OF AUTHORSHIP

Title: INVESTIGATION INTO THE ROLE OF INTERACTIVE LEARNING,
AIMED AT INCREASING K40 STUDENTS‟ ENGLISH SPEAKING ABILITY
IN HANOI PEDAGOGICAL UNIVERSITY NUMBER 2.
(Submitted in partial fulfilment of the requirements for Degree of Bachelor of Arts in
English)
I certify that no part of this thesis has been copied from any other person‟s
work without acknowledgements and that the thesis is originally written by me under
the instructions from my supervisor.


Date submitted: May, 2015

Student Supervisor
TRINH THI HAI YEN RICK PARFETT

iv


TABLE OF CONTENTS

ACKNOWLEDGEMENTS i
ABSTRACT ii
STATEMENT OF AUTHORSHIP iii
TABLE OF CONTENTS iv
PART ONE: INTRODUCTION
I. Rationale 1
II. Research presupposition 2
III. Research objectives 2
IV. Research scope 2
V. Research task 3
VI. Research methods 3
VII. Significance of the proposed research 3
VIII. Design of the research work 3
PART TWO: DEVELOPMENT
CHAPTER ONE: THEORETICAL BACKGROUND 5
I. Literature review 5
II. Spoken English ability 9
II.1 The importance of speaking English 9
II.2 Confidence and fluency in English speaking 10
III. Interactive learning 10
III.1 Definition of interactive learning 10

III.2 Contrast between interactive learning and traditional learning 11
III.3 Types of interactive learning 12
III.3.1 Games 12
III.3.1.1 Benefits of games 12
III.3.1.2 Types of games 13
III.3.1.3. Important things to consider when using games in the classroom 14
III.3.1.4 Some examples of games teachers can use 15
III.3.2 Pictures 16
III.3.2.1 Benefits of pictures 16
III.3.2.2 Important things to consider when using pictures in the classroom. 16

v
III.3.2.3 Some examples of pictures teachers can use 18
III.3.3 Student-led activities (plays and presentations) 20
III.3.3.1 Plays 20
III.3.3.1.1 Definition of role-plays 20
III.3.3.1.2 The importance of role plays 20
III.3.3.1.3 Tips on successful classroom role-play 21
III.3.3.2 Presentations 21
CHAPTER TWO: METHODOLOGY 23
I Survey questionnaire 23
I.1. Rationale for the use of a survey questionnaire. 23
I.2 Purpose of the survey 23
I.3 Population of the survey 23
I.4 Construction of the survey. 24
II. Purpose of analysis of mid-term test scores 24
II.1 Rationale for the use of mid-term test scores 24
II.2 Try-out 24
II.3 Steps of data analysis 24
CHAPTER THREE: THE RESULTS 25

I. The results from survey questionnaire 25
I.1 Analysis for pre-improvement 25
I.2 Analysis for post-improvement 29
I.3 Results Analysis 33
II. The results from test-score 36
PART THREE: CONCLUSION
I. Summary of the study 37
II. Implications for speaking lessons 37
II.1 For teachers 38
II.2 For classroom facilities 38
III. Limitations and suggestions for further studies 38
III.1 Limitations 38
III.2 Suggestions for further studies 39
IV. Conclusion 39
REFERENCES I
APPENDICES III

1

PART ONE: INTRODUCTION
I. Rationale
In Vietnam, many students begin learning English as early as elementary or
middle school but few students speak the language fluently upon graduating from high
school. Students are often unable to use English beyond simple greetings and
interactions, such as „hello‟, „goodbye‟ and „What is your name?‟. As a result, many
university students lack the confidence and fluency necessary to participate actively in
English conversations. Students in Hanoi Pedagogical University No.2 (HPU2) suffer
from this problem, like many of their peers; they are not used to active involvement
and participation in lessons. Therefore teachers of first year English major students at
HPU2 need to design learning strategies that address this problem. One of the key

teaching approaches is interactive learning, which responds dynamically to the needs
of learners. Interactive learning places an emphasis on student participation and
shared understanding, instead of the traditional model of teacher-dominated discourse.
It encourages students to play an active role in the lesson, encourages imagination and
strengthens problem-solving and critical thinking skills. This thesis focuses on three
areas of interactive learning: games, pictures, and student-led activities, such as plays,
presentations and debates.
Using games, pictures and student-led activities has many benefits. Firstly,
games help students to feel motivated, included and like active participants in a class.
They also allow students to work together in teams, thus improving classroom
atmosphere and encouraging peer-to-peer learning. Games help to strengthen lingual
skills, develop confidence and fluency and improve interpersonal relationships in the
classroom. Pictures, are also an extremely effective tool in improving students‟
speaking performance. The more senses that are used to remember a representation,
the more likely it is to be recalled with accuracy. Therefore vivid images play an
important part in vocabulary recall. Pictures can be used to reinforce concepts in ways
that words cannot, and to strengthen associative memory. The growing popularity of
websites like memrise.com points to a trend towards learning based on association,
and tailored to each student‟s individual learning style. Finally, student-led activities
encourage students to become more confident and creative, increase the accessibility

2
and interest of the material presented and encourage more active learning styles. This
approach opens students‟ minds to new ways of thinking and enriches the learning
process.
Unfortunately, the learning style of first year English students at HPU2 is usually
inflexible. They take no active part in lessons, and often struggle to engage with the
material. One of the main reasons for this is that teachers sometimes do not possess or
make use of adequate teaching methods to engage their students interest. There are
many games, pictures and student-led activities that teachers can use to improve

English communication ability, such as Say the Question game, guessing topics from
pictures, plays, debates or presentations. These activities are likely to make speaking
lessons more effective, more dynamic and improve learning outcomes.
Therefore, the thesis will consist of an “investigation into effective approaches to
interactive learning, aimed at increasing K40 students‟ English communication
ability”.
II. Research presupposition
When investigating effective approaches to interactive learning aimed at increasing
K40 students‟ English communication ability, several questions are raised:
1. How much exposure have students had to interactive learning methods prior to
university?
2. What difficulties do students face when speaking English?
3. How do interactive learning methods affect these difficulties?
4. Do students prefer traditional or interactive learning?
5. Which interactive learning tools do students find most effective?
III. Research objectives
To give an overview and comparison of interactive learning tools that can be
used effectively in speaking lessons in order to enhance students‟ English
communication ability and increase their interest levels.
IV. Research scope
The study focuses on interactive learning and how to use interactive learning
tools effectively in speaking lesson.
The population of the study involved 40 English major students in K40 class (first
year) of the Foreign Language Faculty of HPU2.

3
V. Research task
The study involves fulfilling the following tasks:
1. To provide an overview of interactive learning including definition and
classification.

2. To study the effectiveness of interactive learning
3. To design and implement a survey of student attitudes to determine which facets
of interactive learning students find most effective and why
4. To propose effective strategies to improve the English communication ability of
students
VI. Research methods
To obtain the results of this study, the following methods have been applied:
• Questionnaire survey of the population of 40 students, investigating their exposure to
and attitudes towards interactive learning methods.
• Analysis and comparison of test scores obtained by the students in the first and
second semesters of study at HPU2.
VII. Significance of the proposed research
Teaching English speaking can be difficult and disheartening for both teachers and
students if teachers lack an effective strategy. If teachers restrict students to learning
grammar rules or using set lingual forms, students do not acquire the skills to speak
freely and become anxious about making mistakes while speaking. This does not mean
that grammar is important, or that it should be ignored. On the contrary, grammar is an
essential area of language. Initially, however, teachers should direct students to focus
on the function and use of a language. Using interactive learning activities and tools is
a great way to improve student confidence and speaking ability. This research
introduces several suggested interactive learning activities that teachers can
incorporate into speaking lessons, and examines their effectiveness and popularity. It
is hoped that they will be useful to teachers who are interested in creating effective
lessons that stimulate student enthusiasm and participation.
VIII. Design of the research work
There are three main parts in this thesis: introduction, development, and
conclusion.

4
Part one is the introduction. This part consists of: the rationale, the presupposition, the

aims, and the significance, the scope, the methods, and the design of the thesis.
Part two is the development, which consists of 3 chapters:
- Chapter one: THEORETICAL BACKGROUND briefly presents the theoretical
background of interactive learning, including a literature review
- Chapter two: METHODOLOGY presents the methods used in the study
- Chapter three: THE RESULTS shows the detailed results and analysis of the
data collected from the survey questionnaires.
Part three is the conclusion, which provides a summary and conclusion of the study,
considers its limitations, and makes suggestions for further studies.



5
PART TWO: DEVELOPMENT
CHAPTER ONE: THEORETICAL BACKGROUND
I. Literature review
Interactive learning methods have been proposed as the solution to many issues
facing educational establishments, including lack of student focus, inability to retain
information and failure to engage with the teaching material. In language teaching in
particular, there has been a great deal of interest in the potential of interactive learning
to transform the learning experience. Wilga M. Rivers characterised the problem
inherent in traditional methods of language teaching,
“How do we get our students to this autonomous stage of language use? Until we have
solved this problem, we will continue to mark time: developing more and more
efficient techniques for producing foreign language cripples, with all the necessary
muscles and sinews but unable to walk alone” (Rivers, 1972, p.72).
In his discussion of the use of new technology in interactive learning, Sessoms
noted that,
“one complaint about current teaching is that it is lecture based (didactic), thus
creating a teacher centered learning environment. Interactive teaching is not void of

lecture; rather, lecture is used in combination with active demonstrations… students
interact with the content through a combination of the abstract and the
concrete…students are encouraged to control their learning and extract meaning”
(Sessoms, 2008, p.90-91).
Rivers argues that “we need a new model of our language-teaching activity
which allocates a full role to the student‟s individual learning in communication”, and
proposes a division of processes, corresponding to „skill-getting‟ and „skill-using‟.
„Skill-getting‟ is to be promoted through cognition and production (ie. through
reading, listening and drill work), whereas skill-using should be promoted through
interaction and by increasing motivation to communicate (Rivers, p.73).
The distinction between the necessary skill sets in language learning is
maintained in her later paper, Comprehension and Production in Interactive Language
Teaching, “since the grammar we draw on for effective real-time comprehension is
different from the grammar we need to express out ideas explicitly…listening (or
reading) will not result in the internalising of the production grammar we require for

6
speaking” (Rivers, 1986, p.5). While the case for these different skill sets, and the
necessity of diverse teaching methods to teach them seems clear, “despite all we know
about the differences between listening for comprehension and speaking to be
comprehended…many students are not even made aware of the need for developing
different strategies for the two aspects of communication” (Ibid., p.5). Therefore is it
clear that more interactive teaching and learning strategies must be developed, based
on teaching the different skill sets.
Richard-Amato makes the case for including games as an important part of
language teaching, claiming that "games can lower anxiety, thus making the
acquisition of input more likely" (Richard-Amato 1998, p.147). The anxiety lowering
properties of games may therefore encourage shy students to participate more actively
in class. Furthermore, they "add diversion to the regular classroom activities…break
the ice, [but also] introduce new ideas" (Ibid., p.147). This diversion from traditional

activities can help increase student interest levels in lesson content, and improve
motivation and participation. Games and problem-solving activities not only create a
positive atmosphere in the classroom, but also foster verbal learning and help to
stimulate communicative interaction. (Mollica, 1981 p.620) Games can allow learners
to practise lingual structures that are commonly used in real life situations, but are
rarely taught in class. They can therefore provide a model for future language use
outside the classroom. (Rivers, 1972, p.79).
Pictures are traditionally used to teach reading, but several authors have made
the case that they can are useful in the teaching of speaking too. Werff argues that
“visuals, especially „unusual‟ pictures, foster students‟ imagination, which in turn
motivates them to use English” (Werff, 2003, p.1). Rivers points out that, “listening
with comprehension is learned by attentive listening, which is motivated
listening…objects and pictures serve a purpose of arousing interest and curiosity”, and
so mean that students pay more attention to the material and learn more effectively
(Rivers, 1986, p.3). Kang argues that “it is very important to give students meaningful
tasks that they would encounter in the real world. The raw material for such tasks can
often come from authentic… texts such as advertisements, magazines, brochures (or)
flyers” (Kang, 1997, p.18).

7
Rebecca L. Oxford addresses a third facet of interactive learning, the use of role
plays and simulations in teaching English. A simulation such as a mock international-
relations summit, or an interaction between a waiter and a customer, represent a real
world system and situation. The advantage of these kinds of activities are that, while
giving students experience of plausible scenarios in the target language, “physical and
emotional safety are guaranteed and participants can make linguistic mistakes without
serious real-world consequences” (Oxford, 1997, p.449). She points to research which
indicates that “such tasks generate vast amounts of authentic language, cause active
student involvement, engage students‟ motivation and interest, help students think
about and live the target culture to some degree, and enable learners to practise

communication skills” (Ibid, p.449). Rivers suggests a number of activities of this
type, including: establishing and maintaining social relations; seeking information;
giving personal information; learning to do or make something; expressing one‟s
reactions; talking one‟s way out of trouble; problem solving ; and conversing over the
telephone (Rivers 1972, p.80). These activities “give the student practice in relying on
his own resources and using his ingenuity so that…he realises that only by interacting
freely and independently with others can he learn the control and ready retrieval
essential for fluent language use” (Ibid, p.81).
In order to prove the effectiveness of an interactive approach to learning,
several experiments have been carried out. Carol Herron‟s study concerned the use of
Garden Path Correction Strategy (GPCS). This strategy focuses on two kinds of
learner error: overgeneralisation of language rules; and language transfer errors from a
student‟s first language. The strategy involves deliberately provoking student errors,
and then correcting them as they occur. In one study, for example, the general rule for
making comparisons in French was taught (using plus + adjective + que). A drill
was then constructed to teach this rule, but also to provoke students into erroneously
applying it to the adjective bon. When students naturally overgeneralised the pattern to
this adjective, a correction was immediately provided (Tomasello and Herron, 1988,
p.238). In her further study, Herron used the Garden Path approach again, with
impressive results: in the first quiz, GPCS students achieved a grade of 74 percent,
compared to 51 percent in the control group; in the second test the scores were 83
percent to 63 percent respectively; and in the final test the scores were 89 percent to 68

8
percent (Herron, 1991, p.972). Herron concludes that this approach to interactive
learning may be effective “because the best first language learning experiences are
those in which children discover matches and mismatches between their own attempts
at communication and those of mature speakers”. She also points out that this
technique ensure that,
“teacher correction is done in a non-threatening way…students make errors

simultaneously, responding chorally, and no one student is singled out…students thus
make language errors in an accepting social setting in which the error is viewed as a
logical and inevitable step in learning grammar.” (Ibid, p.973).
An experiment by Tonya Hilligoss gives further evidence for the effectiveness
of interactive approaches. Hilligoss taught two introductory sociology classes, one in a
traditional style, one in an interactive style in order to determine “whether productive
classroom chemistry could be created by using the interactive learning model”
(Hilligoss, 1992, p.12). In the experimental class she not only encouraged the constant
intellectual interaction between students and the instructor, which helped to create
positive classroom chemistry, but also she gave the group the opportunity to
participate in interactive group exercises in which they could get to know one another.
This integration of a personalized teaching style with opportunities for group
interaction was an attempt to counteract the feeling of alienation within a large class,
which contributes to the sense that learning is the teacher‟s responsibility, not that of
the students (Ibid, p.13).
The results of Hilligoss‟ study make a compelling case for the interactive
model: “the control class had a no-show rate of 20 percent, as opposed to…4.5 percent
in the experimental class”; the control group had an attrition rate of 44 percent,
compared to only 23 percent for the experimental group”; “the experimental group
contained four students who missed no classes at all, whereas the control group
included only one who attended every class”. In student performance too, the results
were better for the interactive group: “the average semester grade in the experimental
group was 2.6, compared to 2.0 for the control group” and “28 percent of those in the
experimental group earned A‟s compared to only seven percent of those in the control
group” (Ibid, p.15). Finally, the interactive learning model seems to have promoted
student interaction: “more than half of the experimental group (51.7%) knew or many

9
students well enough to study with them, as opposed to only 10.5 percent of the
control group”; “48.3 percent of the students in the experimental group helped more

than one other student in the class, as contrasted with only 27 percent of the control
group” (Ibid, p.15-16). Hilligoss concludes that in contrast to traditional, passive,
teacher-centred models,
“learning occurs when students define themselves academically in active terms and
when the classroom chemistry which makes that definition possible can be created by
introducing the interactive learning model…The interactive learning model makes
education more meaningful for students and more compelling for teachers” (Ibid,
p.17).
Therefore there exists widespread and convincing evidence for the effectiveness
of the interactive learning model. In Vietnam, however, few experiments have been
conducted on the subject, and many teachers and students remain unaware of the value
of such an approach. This thesis is an attempt to partially rectify the situation, through
an “INVESTIGATION INTO THE ROLE OF INTERACTIVE LEARNING,
AIMED AT INCREASING K40 STUDENTS‟ ENGLISH SPEAKING ABILITY
IN HANOI PEDAGOGICAL UNIVERSITY NUMBER 2”.
II. Spoken English ability
II.1 The importance of speaking English
Speaking is a crucial part of second language learning and teaching. Today's
world requires that the goal of teaching speaking should be to improve students'
communicative skills, because only in that way can students learn to express
themselves and to follow the social and cultural rules appropriate to each
communicative circumstance.
Speaking is an interactive process of constructing meaning that involves
producing, receiving and processing information (Brown, 1994, Burn and Joyce, 1997)
. Its form and meaning are dependent on the context in which it occurs, including the
participants themselves, their collective experiences, the physical environment and the
reason for speaking.
English is one of the major international languages, so the ability to
communicate in English is very important. Speaking is often the fastest way to
exchange information, so more and more people are trying to improve their English

10
speaking skills in order to communicate effectively in the modern world. Speaking is
often seen as one of the most important language skills due to its importance in
communication.
II.2 Confidence and fluency in English speaking
Confidence can be defined as having a firm trust in one‟s ability, having a sense
of reliance or certainty. Confidence is not something that can be learned like a set of
rules; confidence is a state of mind. A student who is confident in their spoken English
will not suffer from anxiety when speaking, and will not worry about making
mistakes. Positive thinking, practice, training, knowledge and talking to other people
are all useful ways to help improve or boost your confidence levels. Confidence comes
from feelings of well-being, acceptance of your body and mind (self-esteem) and
belief in your own ability, skills and experience. Ultimately in language learning,
confidence stems from a willingness to speak the language, without worrying about
grammatical errors, in such a way as to communicate meaning.
Fluency is the ability to read, speak, or write easily, smoothly, and expressively.
In other words, the speaker can read, understand and respond in a language clearly and
concisely while relating meaning and context. Fluent speakers are marked by the ease,
accuracy and effectiveness of their communication. Fluency generally increases as
learners progress from beginner to advanced readers and writers. Language teachers
who concentrate on fluency help their students to express themselves in fluent English.
Confidence and fluency are 2 important factors to English learners.
III. Interactive learning
III.1 Definition of interactive learning
There are many definitions about interactive learning.
Interactive learning is a pedagogical model that encourages students to be part
of the lesson instead of passive observers, quietly sitting at a desk taking notes or
memorizing information. Students interact with the material, each other and the
teacher in an active way. This teaching model is learner-centered rather than teacher-

centered, encouraging imagination and strengthening the students‟ critical thinking
and problem-solving skills.
According to Sessoms (2008, p.89) “Traditionally, students sit and absorb
knowledge from teacher lecture and notes on the board. Interactive learning means that

11
students are active participants in the learning process. In a learning environment that
integrates the interactive board, students are focused on stimulus presented by the
teacher on the interactive board and the student, either verbally or physically, interacts
with the interactive board. In the definitions of Interactive Teaching, an example was
given about students “dragging” words to compose a sentence that described a digital
image. This is a form of interactive learning because students interact with the content
through a combination of the abstract and the concrete. This type of student-centered
learning follows the principles of constructivist learning, a building block of an
interactive learning environment. Students are encouraged to control their learning and
to construct meaning.”
Susan Revermann states in an article named: “ Interactive learning definition” :
“Students interact with the material, each other and the teacher in an active way. This
teaching model is learner-centered rather than teacher-centered, encouraging
imagination and strengthening the students‟ critical thinking and problem-solving
skills” (Revermann, 2015). Interactive learning is a pedagogical model that
encourages students to be part of the lesson instead of passive observers, quietly sitting
at a desk taking notes or memorizing information.
III.2 Contrast between interactive learning and traditional learning
Generally speaking, interactive learning provides students more opportunities
for negotiation (of form, content, and classroom rules of behavior), which creates an
environment favorable to foreign language learning and means that students learn in
an active way. In contrast, traditional learning is shown to provide few opportunities
for negotiation and students often learn in a passive way.
Traditional learning puts more emphasis on the teacher. It is the teacher who

dominates the whole class and act as an authority. Sometimes the teacher even
presents himself as the absolute possessor of knowledge that he delivers to the
learners. Students do as the teacher says, so that the teacher‟s knowledge can be
transmitted to them. The role of the learner is that of passive receptacle of knowledge
imparted by the teacher. In „The Pedagogy of the Oppressed‟, Paulo Freire described
this kind of teaching as “the banking model”, arguing that it treats the student as an
empty vessel, to be filled with knowledge. Interactive learning, in contrast, treats the
student as the co-creator of knowledge; because all learning in filtered through a

12
student‟s pre-existing knowledge, learning is most effective when a student is engaged
in the process, rather than acting as a passive recipient (Freire, 1996, p. 53)
Traditional learning Interactive learning
Teacher-centered instruction Student-centered instruction/learning
Single-sense stimulation Multisensory stimulation
Isolated work Collaborative work
Information delivery Information exchange
Passive learning Active/exploratory/inquiry-based learning
Isolated, artificial context Authentic, real-world context
III.3 Types of interactive learning
There are many facets of interactive learning but this thesis focuses on 3 main
interactive learning tools: games, pictures, and students led activities (plays and
presentations).
III.3.1 Games
III.3.1.1 Benefits of games
Using games in speaking lessons is one of the most important ways to teach
efficiently in a class. According to the website games
bring some benefits to teachers and students.
Getting students attention: Students are easily engaged to game activities due
to their willingness to play and participate.

Students get a positive experience about learning: The use of games encourages
students to keep learning and to erase the idea that learning is boring.
Revisiting concepts or facts: Activities such as solving a crossword or alphabet
soup are more engaging than a regular test. Preparing contests such as “Who wants to
be a millionaire” or “The wheel of fortune” can encourage students to work in teams
to solve problems using knowledge previously learned in the classroom.
Reinforcing and consolidate knowledge in a friendly environment: The most
effective way to turn content into something meaningful is to find out where and when
to use it. With games students can reinforce and consolidate their knowledge through
practicing and getting rewards for their achievements.
Understanding the consequences of our choices: Using games enables users to
understand the consequences of their choices. In other words, the students learn

13
through experience, through trial and error. Games offer a safe environment to test and
learn through mistakes so the information becomes meaningful when students
understand its use.
In conclusion, games can be a teacher's best ally in placing information learned
in a meaningful real-life context. Of course, game-based learning is only one method;
it functions most effectively when integrated with traditional learning methods,
helping to make classes more dynamic and engaging, and involving students actively
in the learning process.

III.3.1.2 Types of games
Different linguists use different ways to classify language games. According to
Hadfield (1987), “language games can be divided into two further categories:
linguistic games and communicative games. Linguistic games focus on accuracy, such
as applying the correct antonym. On the other hand, communicative games focus on
successful exchange of information and ideas, such as two people identifying the
differences between their two pictures. Hadfield gives examples of different kinds of

games that can be used in the classroom, including:
• Sorting, ordering or arranging games. For example, students are given sets of
cards with different animals on them, and they must arrange them into types of animal
(mammals, reptiles etc.)
• Information gap game: In these games, one student possesses a piece of
information that another student does not. The latter student must acquire the
information using their language skills to complete a task.
• Guessing games: In these games, someone possesses a piece of knowledge,
and the others must find out what it is by guided guesswork
• Matching games: Participants are challenged to match pictures, words or
phrases with each other
• Puzzle-solving games: The students have to share information and work
together to solve a puzzle or a problem
• Role play games: There can be separated into three categories: role plays,
where students play roles that they do not have in real life, such as a doctor and
patient; simulations, where students play roles that they might play in real life, such as

14
a customer in a shop; and dramas, which are scripted versions of one of the above.
Wilga Rivers also gives examples of the different types of games available:
• Learning to do or make something: Organizing actual sessions in the foreign
language where students work with real-life materials and activities (eg. sports,
hobbies, crafts, physical exercise).
• Talking one’s way out of trouble: Simulated situations of increasing verbal difficulty
can be set up, where the students must use their wits to extract themselves from the
dilemma.
• Sharing leisure activities: Students should have the opportunity to learn and become
proficient in the games and diversions of the foreign culture. Where these are special
activities associated with festival or national holidays these should be engaged in.
• Conversing over the telephone: Students should make simulated and actual calls in

the foreign language, enquiring about goods, services or timetables.
• Entertaining: Students should be given the opportunity to display their natural
talents; they may conduct a radio call-in program, host a TV talk show or prepare and
present TV and radio commercials.
III.3.1.3. Important things to consider when using games in the classroom
Games can be an effective interactive learning tool for increasing student participation
and improving language ability. In order for games to be optimally effective, teachers
should consider certain things:
* Choose suitable games (depending on the number of students, proficiency level,
cultural context, timing, learning topic, and the classroom settings).
* The way students perceive a game depends on the actual design and implementation
of the game.
* Give clear instructions, rules and time limits.
* Demonstrate rather than explain.
* There must be a clear purpose and achievable goals.
* Clear objectives and goals must match the difficulty level of the game and ability
level of the students.
* Ensure that shy or quiet students are not alienated and have the opportunity to take
part.

15
* Debriefing, or the evaluation of results/ events in the game, is crucial to the game‟s
success.
* It must be fun, but still help the students to learn.
* Games lower anxiety levels, are entertaining, educational and give students reason to
use the target language. It is a natural way of learning and exposes students to real
learning opportunities. “Games encourage, entertain, teach, and promote fluency. If
not for any of these reasons, they should be used just because they help students see
beauty in a foreign language and not just problems that at times seem overwhelming.”
(Uberman, 1998)

III.3.1.4 Some examples of games teachers can use
One game that teachers can use in lessons is continuing a story. Teachers will
assign a topic for the story (usually relating to the theme of the lesson on that day). A
student will begin the story, then another will add a sentence to continue the narrative,
ensuring logical coherence and consistency of topic.
For example:
Topic: Love at first sight
A. Three months ago, on the way to school, I met a girl.
B. In fact, I had never met such a beautiful girl as her.
C. She has the brightest eyes and warmest smile.
D. No doubt, I fell in love with her at the very first sight.
E. I came up to her and…
This game promotes active learning, makes students pay attention to their classmates
and is fun and interesting. It encourages students to participate in the lesson and erases
the idea that learning is boring.
Another possible game is mysterious landmarks, where competitors assemble a 20-
piece jigsaw puzzle of a world famous landmark (such as the Eiffel Tower, Mt. Fuji
the Great Wall, etc). Then they describe the image in five sentences to complete the
task.
This game encourages students' productive skills and elicits their speech fluency.
Cross-cultural concepts are also addressed. The number, length, and patterns of
sentences can vary depending on the students' language ability and on the linguistic
points the instructor would like to reinforce.

16
A final example of a game is ‘Hotseat’: the instructor divides the class into teams,
then invites a student from one team to sit in the ‘hotseat’, with their back to the board.
A word, often from previous vocabulary topics, is then written on the board and the
student’s team have to describe what it is in order for the student to guess the word.
This game reinforces vocabulary, helps improve oral communication and strengthens

participation in the classroom.
III.3.2 Pictures
III.3.2.1 Benefits of pictures
Using pictures as a teaching aid can help language teachers engage their
students. According to Zenger (1991, p.79), pictures can stimulate and motivate
students to become more observant and express themselves. Pictures are often
inexpensive or free, and easy to locate. Teachers can find them in many locations such
as: newspapers, old books, … Besides, pictures can be used by individual or in groups.
They may be displayed for as long as necessary so students can work at their own rate
and feel comfortable. Furthermore, pictures are up-to-date and bring reality into the
classroom. They can be used to introduce, supplement, or summarize at unit. Finally,
pictures enrich lessons and can help clarify misunderstandings.
III.3.2.2 Important things to consider when using pictures in the classroom.
Pictures are essential when it comes to engaging students who are learning a
new language at any level. They can be successful study aids during lessons, and they
can act as useful prompts to help students when they are practising speaking.
According to the British Council , teachers can incorporate pictures into their lessons
in seven different ways:
=> Predict:
Students can look at pictures or watch the first part of a video in order to predict what
the topic of the lesson or the activity will be about.
=> Interact:
The game Pictionary, in which players have to guess specific words based on
their team mates‟ drawings, and other mingling games with pictures are fun activities
that can be used with both children and adults to review the vocabulary they have
learnt. In order to engage students, teachers can show a video or a picture only to half
their class, and ask them to describe to the other half what they can see. This second

17
group will then have to try to report what the other students have seen, as accurately as

they can. Everyone will see something slightly different from the others, and the
activity will strengthen their rapport.
=> Create:
Students can write or tell a story by using a sequence of pictures, or, if the
teacher wants to really fire their imagination, the students can create a story based on
just a single picture. This exercise can be particularly interesting and productive if the
teacher encourages students to use specific tenses (such as past simple vs past
continuous), vocabulary or functional language in their story – for example, describing
a conversation at the train station.
=> Talk:
At the beginner level, some students‟ faces go blank when they are asked to
answer a question. Teachers can avoid prolonged silence and prevent their students
from feeling embarrassed by providing them with a picture. They can break the ice by
asking the students to describe what they can see in the picture.
=> Understand:
What‟s the easiest way to explain the meaning of a word? Show it! Classrooms
may be fully equipped, but they can‟t hold everything. If there‟s an item or object that
you want to show your students to help them remember the word for it, try showing
them a picture. Flashcards are an invaluable resource for teaching or revising
vocabulary. They can be easily downloaded or created online.
=> Reflect:
Not only does a picture give you the chance to reflect on what you can see, but
it also represents the opportunity to develop your other senses by considering what you
can hear, smell and touch. This is a useful exercise for teachers who are preparing their
students for a speaking exam. Most of the time, speaking exams are in pairs and
students worry that they may run out of words because their partner will have already
said everything about the picture they have been shown. By using their other senses,
your students can add new information and will be able to avoid repetition.
=> Enact:
In any class, there is usually someone who is shy or quiet. So how can you

draw them out of themselves and encourage them to practice speaking? If you ask

18
your students – it doesn‟t matter how old they are – to draw a mask, put it on and
pretend to be someone else, they may feel less self-conscious. Putting themselves into
somebody else‟s shoes can give students the chance to express themselves in a more
forthright way.
III.3.2.3 Some examples of pictures teachers can use
There are many pictures teachers may use. Teachers can find images through
the internet, newspaper or old books.
Example 1:
Teachers give students an image and ask students to describe it. Students have
to provide some information about it.
Topic : Country and people

Students will give some information about the image such as: this is the Statue
of Liberty. It situated on Liberty Island. The Statue of Liberty is a world famous
symbol of freedom.




19
Topic : Marriage traditions and trends


Students will compare two marriages, representing traditional and modern
marriages respectively, analyzing the similarities and differences. Teachers can also
ask students to talk about the advantages and disadvantages of each type of marriage.
Example 2: Teachers may use images to explain difficult words. This way will help

students understand better.
Picture 1: