SOME SOLUTIONS TO TEACHERS OF ENGLISH IN IMPROVING THE QUALITY AND EFFECTIVENESS OF TEACHING SPEAKING SKILLS TO THE FIRST YEAR NON MAJOR STUDENTS OF ENGLISH AT COLLEGE OF SCIENCES, THAI NGUYEN UNIVERS

i

ACKNOWLEDGEMENTS
I would like to express my gratitude to a number of people who have helped, advised and
supported me in doing my research paper.
First and foremost, I would like to extend my sincerest thanks to Ms. Phan Thi Hoa, my
supervisor, for her valuable guidance, ever-enthusiasm, responsibility and encouragement.
Thanks to her critical feedbacks, invaluable suggestions and useful reference during the
research process could I complete my study.
I am gratefully indebted to the teaching staff of Department of Basic Science for their
valuable lectures which laid the foundation for this study and their constant assistance,
encouragement as well as their helps in answering my questionnaires.
My thanks also go to the first year non-English major students in College of Sciences
where my surveys were carried out.
Last but not least, my heartfelt thanks to my family and friends whose direct or indirect
support helped me complete my thesis in time.


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ABSTRACT
In recent years, English has become a compulsory subject in most Vietnamese schools and
universities. A mass of supplementary exercise books, grammar books, and other learning
materials have been compiled to help students study English better. Many scholars have
involved in the discussion of the methods of teaching English to non-English major EFL
students in Vietnam. Among the methods, language games are highly appreciated as useful
ways to help students to learn English better, especially to improve speaking skills. In fact, the
roles of language games, in general, have not been fully grasped by most teachers and
students. Some of their drawbacks have prevented teachers from using them more often. Are
the attitudes of teachers in compared with one of the students towards the effectiveness and
importance of language games similar? How to run language games in class effectively and

what should they do before introducing games? Being aware of these problems, we have tried
to choose the topics to make use of the advantages of the English language games and
especially for speaking skill development. To be successful with the games, however, teachers
should be sure to control and organize the class well with their appropriate techniques. To help
teachers handle language games better, the study will also give some basic steps to use them in
class, with the role of teachers in some types of language games. To know the attitudes of the
teachers and students towards games as well as the problems of game use, questionnaires and
class observation will be both employed. Finally, this study points out that a slight shift of
using language games for the first year non- English major EFL students should be put into
practice, especially to teach speaking English skills.


iii

TABLE OF CONTENTS
Pa
ge
Acknowledgements……………………………………………………………........................i
Abstract……………………………………………………………………................................ii
Table of contents………………………………………………………………........................iii
List of figures and tables……………………………………………………………………….vi

Chapter 1: INTRODUCTION
1.1
1.2
1.3
1.4
1.5

Statement of the problem and rationale for the study…………………..............................8

Objectives of the study…………………………………………………………………...11
Scopes of the study……………………………………………………………..………...11
Methods of the study…………………………………………………………..……........11
Design of the study……………………………………………………………………….12

Chapter 2: LITERATURE REVIEW
2.1 Introduction………………………………………………………………..……………...13
2.2 Language games……………………………………………………………..…………...13
2.2.1 Definitions of language games…………………………………………..…………….13
2.2.2 The role of language games…………………………………………………….…......15
2.2.2.1
Language games create high motivation in learning...…………………………....15
2.2.2.2
Language games create a pleasant environment and can be used to change the pace
of lesson……………………………………………….………………….……….17
2.2.2.3
Language games can increase student-student communication, completion and
promote active, student-centered learning………………………………………...18
2.2.3 The drawbacks of language games…………………………………….……………...19
2.2.4 When to use games in language teaching……………………………………….…….20
2.3 Some types of language games……………………………………………..……………..20
2.4 Organizing language games in class……………………………………..……………….23
2.4.1 Preparation…………………………………………………………………….………23
2.4.2 Presentation………………………………………………………………..…………..23
2.4.3 Game-playing stage……………………………………………………………….…..24
2.4.4 Post-playing games…………………………………………………………….……...24
2.5 The roles of teachers in communication games…………………………………...……..24

Chapter 3: PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA

3.1 Overview of the study process……………………………………………………..…….26
3.1.1 Objectives of the study…………………………………………………………..…….26


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3.1.2 Subjects……………………………………………………………………….……….27
3.1.3 Methodology……………………………………………………………….………….27
3.1.3.1
Teacher group survey………………………………………………….…………..28
3.1.3.2
Student questionnaire survey………………………………………...….………...28
3.1.3.3
Class observation……………………………………………………...….……….29
3.1.4 Procedures………………………………………………………………...…...………29
3.2 Presentation and analysis………………………………………………………………….30
3.2.1 Data collection and analysis of the findings from the teachers group survey……..….30
3.2.1.1
The situation of using language games in the teaching process…………………..30
3.2.1.2
The attitude of teachers towards the use of language games in teaching speaking
process……………………………………………………………………………..31
3.2.1.3
The purpose of using language games in teaching process…………………….…32
3.2.1.4
The frequency of using language games in teaching speaking process…………...34
3.2.1.5
The effectiveness of using language games in teaching speaking process…......…35
3.2.1.6
The importance of using language games in teaching speaking process………….36
3.2.1.7

The attitudes and feelings of students towards language games…………………..37
3.2.1.8
The difficulties in using language games in class……………………..…………..37
3.2.1.9
The advantages of using language games in lessons……………………..……….38
3.2.1.10 The time when language games are used in class and how long it takes………….39
3.2.1.11 The works of teachers before introducing language games to students…………...41
3.2.2 Data collection and analysis of the findings from student questionnaire survey......….42
3.2.2.1
Background of the students involved in the survey……………………………….42
3.2.2.2
The exposure of students towards language games………………………….……44
3.2.2.3
The advantages of using language games on students…………………………….45
3.2.2.4
The attitudes and feelings of students towards language games…………………..48
3.2.2.5
The time when language games can be played…………………………………....54
3.2.2.6
The information about how often teachers use visual aids………………………..55
3.2.2.7
The number of using language games in class………………………………….…55
3.2.2.8
The types of language games students like best…………………………………..56
3.2.2.9
The opinions of students about what their teachers should do in class…………...57
3.2.2.10 The importance of using language games in learning speaking skills on students..57
3.2.3 Analysis of the findings from class observation…………………………….………...58
3.2.3.1
Class observation reports……………………………………………..…...………58

3.2.3.1.1 Class observation report 1…………………………………………………….…...59
3.2.3.1.2 Class observation report 2…………………………………………………………59
3.2.3.1.3 Class observation report 3…………………………………………………………60
3.2.3.2 The result of observation………………………………………………...………….61
3.2.3.2.1 The first comparison between lessons in the same class………………………….61
3.2.3.2.2 The second comparison between classes with the same lesson…………………...62
3.3
Interpretation of findings…………………………………………………………….64
3.3.1 Some advantages of findings on the use of language games…………………………64
3.3.2 Some obstacles and difficulties………………………………………………….……65


v
Chapter 4: CONCLUSION AND RECOMMENDATIONS
4.1 Conclusion of the study…………………………………………….…………………….67
4.2 Recommendations…………………………………………………………………...……68
4.2.1
4.2.2
4.2.3

Some suggestions for language teachers at College Sciences………………………...68
Hints and suggestions for using language games on teaching speaking skills………..72
Some suggestions of using visual aids effectively……………………………………74

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

LIST OF FIGURES IN THE STUDY
Figure
1
2

Title
Teachers’ exposure towards language games
Teachers’ preference for teaching speaking through games

Page
30
31


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3
4
5

Purposes of using language games in teaching English
The frequency of using language games
Teachers’ perception on the effectiveness of using language games in

32
34
35

6
7
8

9
10
11
12
13
14
15
16

teaching English
The importance of using language games in teaching speaking skills
The difficulties in using language games in class
The advantages of using language games in lessons
Time spent in using language games
The English learning experience of students
Level of competence of students in speaking skills
Students’ experience in playing language games
The expectation of students from language games
Attitudes of students towards language games
Feelings of students towards language games
Students’ perception on the effectiveness of using language games in

36
38
39
40
42
43
45
47

49
50
52

17
18
19
20
21

teaching English
Students’ opinions about learning English environment
Students’ preference towards the studying atmosphere in class
Using visual aids of teachers from students’ point of views
Students’ opinions about the number of games used in class
Students’ attitude towards the roles of language games

53
55
56
57
59

LIST OF TABLES IN THE STUDY
Table
1
2
3
4
5

6

Title
The use of language games in some aspects of English
The attitudes and feelings of students towards language games from
teachers’ point of views.
Time when language games are used in class
Some teachers’ activities before introducing language games
The exposure of students towards language games
The purposes of language games from students’ point of views

Page
33
37
40
41
44
46


vii
7

Students’ opinions about the effective use of language games for

48

8
9

English subject
Students’ preferred activities on game-playing stage
students’ opinions about the frequency of language games used by

51
52

10
11
12
13
14

teachers
Factors preventing students from speaking English
Kind of lesson that students like best
Time when students like playing language games
Some types of language games being enjoyed more by the students
The opinions of students about what their teachers should do in class

53
54
55
57
58

CHAPTER ONE

INTRODUCTION
1.1 STATEMENT OF THE PROBLEM AND RATIONALE FOR THE STUDY

As globalization, mobility and communications are bringing the world ever close together, it is
increasingly necessary for people to know other languages apart from their mother tongue.
Indeed, knowing foreign languages nowadays is of great importance because it helps bridge
the gap among cultures, increases global understanding, and offers more opportunities for not
only individuals but also national socio-economic development, as Officials at Ministry of
Education in Eritrea quoted a village elder who said:
“If I speak only one language, I can help my country as one man,
If I can use two languages, I can help as two men,
But if I can use all nine languages, then I can work as nine men”
(Jasone Cenoz and Fred Genesee (1998:259, chapter 12))


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Among languages, English as a Foreign Language (EFL) teaching, has experienced
significant changes over the last 30 years. One of the most radical changes in the field is the
shift from a behavioral focus on second language teachers and the kinds of inputs they provide
to a focus on learners and how learners process the input they receive. English is considered as
the dominant international language in communications, science, business, aviation,
entertainment, radio, diplomacy and so on. It is used for so many things from in- and external
academic conferences to news reports and popular music lyrics. It is used not only for
communication between native speakers and non-native speakers of English but also for
communication between non-native speakers. In Vietnam, English has also become a popular
language, especially since our government began the open-door policy. This new policy has
created good chances for foreigners to invest in Vietnam. Thus, the need of using English as
the first foreign language in our national study, work and business has been extremely
important. Those are the reasons why English has been widely taught and learnt in Vietnam
and also around the world today.
To satisfy the essential demand today, English has been taught as one of the
compulsory subjects in the curricula of schools and universities in the whole country. Many
programs in schools or a large number of courses outside them are opened to serve the

different purposes with different levels of learners. It comes as no surprise that some
improvements of course designs as well as methods and methodologies that Ministry of
Education and Training set forth have brought a nation-wide positive movement in teaching
and learning English in recent years. As we see, a few years ago, the grammatical and
structural methods were widely used. Teachers played important roles in imparting English
knowledge to learners. In turn, students had no more chances to fully develop their four skills
but just sought for mastering the structural and grammatical rules of English. This made the
studying atmosphere in classroom become more boring and tenser.
However, some recent changes in language teaching have shown that organizing
activities or creating English environment in classroom have helped learners to have intrinsic
motivation. Moreover, boredom and tiredness have been driven away by the fun during the
lessons. Among new methods of teaching and learning English, language games can bring us


ix
satisfactory results. Language games are really funny and potential tools for teachers to help
their students enrich their knowledge the best. Language games and activities provide students
an opportunity for real communication, and, although there are some artificial limits, they help
to link the classroom with the real world. Language games are seen as a chance that students
have to learn or reinforce their knowledge about a foreign language. Moreover, language
games give practice in all the skills (listening, speaking, writing and reading) and in all the
stages of teaching and learning that occur in a lesson (introduction, repetition, etc.). But one of
the main reasons to use them in foreign language lessons is that they are very enjoyable for
both teacher and students. Games and activities in a foreign language lesson are very
successful due to the fact that the process of learning becomes more active, encouraging
students and involving them in the class to sustain their interest and work, and, therefore,
making retention to improve enormously. Realizing the important roles of language games in
teaching English is the reason for our choice.
The second reason is, throughout my study, to find out how we can reach the goal of
efficiency of applying language games in teaching and learning English at university,

particularly at College of Sciences, Thai Nguyen University because, in fact, language games
have not widely used in teaching and learning English here yet. One of the reasons for this
situation is that language games have some problems in themselves. However, some teachers
of English have already used games successfully and others have not.
The final and the most important reason for our choice derives from the problems of
teaching and learning English, especially teaching speaking skills to the non-major students in
university. We really want to examine how much language games are used in teaching English
in general and teaching speaking skills in particular. The contradiction between the purpose
and the fact of English teaching and learning for non-major students in universities has caused
a lot of arguments. So what to do? Basically, the non-major students’ main English course
book is “New Headway” with three levels: elementary, pre-intermediate and intermediate. In
the preface of the course book, the authors say the book is intended for the development of


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student's four language skills: listening, speaking, reading, and writing. And they say the
textbook will provide them with certain vocabulary, knowledge of the country, people,
lifestyle, culture of the British-American people so that the students can communicate every
day. Therefore, developing the speaking skills is really an important goal. Anyway, the present
teaching and learning English still lay much emphasis on the ability to use grammar,
vocabulary, sentence patterns correctly but not on the ability to communicate appropriately
and effectively. Consequently, their speaking skills are as not good as expected, if we do not
want to say that very little English is used in their communication through lessons. Therefore,
to improve the speaking skills of the non-English major students by communicative language
games in classroom is my burning interest. My desire is that this study will make the language
games easier, more useful and more effective.
1.2. OBJECTIVES OF THE STUDY
My objective in conducting this research is to investigate some main issues. The primary goal
is to discover the present language game use in teaching speaking skills to the first year nonmajor students of English at College of Sciences, Thai Nguyen University. The second one is
to know the opinions of both teachers and students about language games. Finally, I want to

suggest some solutions to teachers of English in improving the quality and effectiveness of
teaching speaking skills by using language games based on the findings from the surveys.
1.3. SCOPE OF THE STUDY
The study only focuses on dealing with how to improve the effectiveness of teaching speaking
skills by using language games, not any other stimulating activities. Next, because of the
limitation of time as well as the length of the study, the author intends to investigate in a small
range, just among the first year non-major English EFL students at College of Science, Thai
Nguyen University, mainly through questionnaires and classroom observation. Therefore, it is
believed that further research to fulfill this gap is necessary. At last, the study is not a


xi
collection of games, but some suitable games in developing English speaking skills for the
non-major English students are given. All games chosen are based on the curriculum of “New
Headway” course book.
1.4. METHODS OF THE STUDY
This research paper is conducted by using several methods in combination. First of all,
observation method is employed in some English classrooms to investigate the present
situation of language game application for speaking skill development. In addition, some
different kinds of language games in accordance with class observation are used for better
efficiency. Next, we use questionnaires for both teachers and the first year non-major students
at College of Sciences. Then, description and analysis of the collected data and discussion will
be done to discover problems that teachers and students encounter with the use of language
games. Finally, to avoid unsuitable language game use, we offer some suitable games and
appropriate suggestions to run them.
1.5 DESIGN OF STUDY
The study is divided into four chapters. The first chapter is the introduction stating the
reasons, the objectives, the scope, methods and design of the study. Chapter two is to deal with
the review of related literature and studies, the general overall identification of the area of the
study. Next, presentation, analysis and interpretation of data will be the main interest of the

chapter three. The last chapter is about conclusion, suggestion of some sample presentations
and selections and recommendations for the whole study the author has introduced above.


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CHAPTER TWO

LITERATURE REVIEW
2.1
INTRODUCTION
This chapter is intended not only to demonstrate relevant information on language games and
speaking skills but also to provide the evaluation of the advantages and drawbacks of language
games. Moreover, this chapter also explains various aspects related to the topic of language
games raging from panorama view to close-up one. There are different ways to help us to
learn foreign languages better and language game is one of those. However, to avoid
misunderstanding the nature of language games in compared with games in general, it is
extremely important to give the correct definition of language games. So, what is a language
game?
2.2
LANGUAGE GAMES
2.2.1 Definitions of language games
In recent years, language games have become more and more popular as they have been
widely used in most schools in our country. In order to give a clear understanding what a
language game is, it is useful and necessary to relate it to the definition of games in general.


xiii
Many researchers are interested in games and there are also a lot of games existing in our
daily life due to the increasing development of society and technology. According to Rechard

and Marjorie Baudains (1990:3), “Games are activities students do for their own sake, for the
immediate fun, curiosity or competitive ambition aroused by games”. However, the definition
only refers to the surface properties of a game in general, not a language game in particular.
Another definition by Gibbs (1974) is about game with more depth: “an activity carried out
by cooperating or competing decision makers, seeking to achieve, within a set of rules, their
objectivities” (Gibbs, 1974:60). Or as Hadfield (1990:5) defined a game, it is “an activity with
rules, a goal and an element of fun”. Another definition is made by Rixon (1981), in which he
defines that a game consists of play governed by rules. It means that normally, a game must
have clear goals and is played in a fixed time. For example, the action of kicking a ball around
in the schoolyard is just a play. Only when we add rules about how and where to kick the ball
and when footballers try to get the ball into the other side’ s net with their great effort can this
play turn into a game. There are games which need only one player at a time but most games
require more. So, for some general ideas about games above, we can see any activities that are
considered as games must have something in common, like the governed rules, defined goals,
set-up time from the beginning to the end and funny elements carried out by cooperation and
completion of decision-makers for the language practice due to having communication among
players by spoken or written language.
Based on the definitions of game that many researchers have concluded, the term
“language game” is a more narrow definition. It does not only share the characteristics of
games in general but also the ones of itself in particular. In language learning and teaching,
besides the purpose to free the spirit, many games are also used for other purposes such as to
reinforce reading, speaking skills, or to remember vocabulary and to promote communication
by using the foreign languages as well. People use language games with the big hope of
developing and improving the player’s language skills through repeated usages. Similarly, the
term “language game” has also been defined by many researchers and educators. As we said
before, language games have the same properties as games in general like rules, goals,


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

that language games differ from other games is that they must guide the learner’s actions and
employ their language skills. It is the main content that Lewis and Bedson (1999) illustrated in
the way they showed the differences of “language game” from others, “what differentiates
language games from other activities in the English language teaching classroom is the
presence of a visible set of rules which guide the learner’s actions, and an element of strategy.
Learners can also employ their language skills strategically in cooperative games, where a
group works together to achieve certain goals” (Lewis and Bedson, 1999:5). In addition,
Greenall, S. (1984) considered language game as one kind of “activity which is used to
consolidate language already taught or acquired, and which occurs during the free stage of
lesson or during occasions…”. As we see that any language games must also serve the
purpose of developing language skills. Any forms of language games by spoken or written
language they must be related to the communication between players since communicating
skills are seen as a greatly big factor improving the use of foreign languages that Rixon (1981)
implied. Thus, if a game follows the requirements that it must have, but without the
communication among players or relevance of teaching and learning English language, it is
not language game. Game “chess” can be cited as a good example for this as “the skills used
in chess are intellectual and tactical and not linguistic” (Rixon, 1981).
In conclusion, so far many publications on “language games” clearly share a common
understanding as well as basic definition of language game. The first element is that language
games are governed by rules which set up clearly defined goals. Secondly, in a language game
there is a contest, in other words, a competition or cooperation either between players and the
goals. Next, a language game, even little or much, should lead to having fun for players. And
the last one is quite important that language game must have a great ability itself of developing
language skills related to the communication between players. Consequently, thanks to
available resources of material of many researchers, we ourselves can build up a deeper view
of games and language games.
2.2.2 The roles of language games


xv

Of course, when studying the use of language games in the teaching and learning English, a lot
of practical research that we find has confirmed effects of language games. They are really
regarded as a big support for teachers in the process of developing language skills for their
students. In this part, the author only wants to focus on some striking advantages, a series of
good points that many books have mentioned and researchers have discussed.
2.2.2.1 Language games create a high motivation in learning.
As most games require the participation of many players or teams, competition among them is
unavoidable. So, they play an important role in motivating students to a greater extent than do
conventional textbooks or worksheets. Hansen, M. (1994) wrote that: “language games are
highly motivating and entertaining”. It means that language games are significant sources of
motivation and interest, which stimulate students to take part in lessons more positively and
ardently because they are encouraged and want to be the winner through games. According to
Jeremy Harmer, there are “a number of factors which seem to have strong effect on a
student’s success or failure” (Jeremy Harmer, 1991:3). Of all the factors, motivation that
students bring to class is suggested to be the biggest one influencing their success. Motivation
may be defined as “some kind of internal drive that encourages somebody to pursue a course
of action” (Jeremy Harmer, 1991:3). If we perceive a goal and if that goal is sufficiently
attractive, we will be strongly motivated to do whatever is necessary to reach that goal. The
two main types of motivation students have are “extrinsic motivation, which is concerned with
factor outside the classroom and intrinsic motivation, which is related to what takes places
inside the classroom” (Jeremy Harmer, 1991:3). So, basing on Harmer’s point of view above,
high motivation that language games create is almost intrinsic one because the majority of
language games that teachers use are carried out in class. The motivation of the language game
is that studied in the specialized setting of education differs qualitatively from the more
general forms of motivation studied in other field as Ormrod stated that: “motivation in
education can have several effects on how students learn and their behavior towards subject
matter” (Ormrod, 2003). Furthermore, it is admitted that learning English is not simple and its
complexity and difficulties make learners dispirited and tired. It will be more terrible if the

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lessons are so boring. In such situations, using language games is one of the best ways to
change the atmosphere of the class and create relaxing feelings to maintain the motivation of
learners. As Andrew Wright, David Betteridge and Michael Buckby said that : “Language
learning is hard work ... Effort is required at every moment and must be maintained over a
long period of time. Games help and encourage many learners to sustain their interest and
work”(Andrew Wright, David Betteridge and Michael Buckby, 1984:1). It makes students’
learning more meaningful and effective. As a result, motivation is considered as one of main
factors in getting knowledge of students while language games can bring about that effect.
“Games are highly motivating because they are amusing and interesting. They can be used to
give practice in all language skills and be used to practice many types of communication”
(Aydan Ersoz from The Internet TESL Journal, Vol. VI, No. 6, June 2000). Similarly,
according to Avedon, the main reason why games are considered effective learning aids is that
"they spur motivation and students get very absorbed in the competitive aspects of the games;
moreover, they try harder at games than in other courses" (Avedon, 1971).
Thus, it is no doubt that we should increasingly use language games in teaching English.
2.2.2.2 Language games create a pleasant environment and can be used to change the
pace of the lesson.
This advantage of language game can be found in almost games used in the teaching and
learning process. The essence of games is bringing comfortable and relaxing feelings for
players and language games are not an exception. However, it is very necessary for people to
be positively aware of the funny and relaxing factors of language games as Lee Su Kim (1995)
stated clearly that “there is a common perception that all learning should be serious and
solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not
really learning. This is a misconception. It is possible to learn a language as well as enjoy
oneself at the same time. One of the best ways of doing this is through games” (Lee Su Kim,
1995:35). Moreover, W. R. Lee (1979) confirmed that “language games could create a
pleasant, informal and relaxing atmosphere in class…language games could banish boredom,
make for willing learners who look forward to language lessons”. So, an enjoyable
environment that language games can create is a good idea to help students learn and absorb

xvii
English much better and easier. Besides, language games become more effectively when
Hansen (1994) found that: “they are highly motivating and entertaining, and they can give shy
students more opportunity to express their opinions and feelings” (Hansen 1994:118). Playing
games in the classroom can enormously increase students' ability in using language because
students have a chance to use language with a purpose in the situations provided. Hadfield
(1990) confirms that " games provide as much concentrated practice as a traditional drill and
more importantly, they provide an opportunity for real communication, albeit within
artificially defined limits, and thus constitute a bridge between classroom and the real word”.
Like in a traditional classroom, students have an opportunity to drill and practice using
grammatical rules and other functions.
2.2.2.3 Language games can increase student-student communication, competition and
promote active, student-centered learning.
Language games that most teachers design are for students. Certainly, students have to spend
time for them. They have to find out the solutions or ways by themselves to adapt the
requirements of games given. Therefore, language games are seen as a means to help them
broaden the limitation of communication approved of by Andrew Wright, David Betteridge
and Michael Buckby (1984) that: “language games also help the teacher to create contexts in
which the language is useful and meaningful. The learners want to take part and in order to
do so must understand what others are saying or have written, and they must speak or write in
order to express their own point of view or give information” (Andrew Wright, David
Betteridge and Michael Buckby (1984:1). And so, it will be more effective if students are
compulsory to speak or discuss in English as W. R. Lee (1979) specified that “most language
games make learners use the language instead of thinking about learning the correct forms”
(W. R. Lee, 1979:2).
What is more, most games are cooperative ones since they make students involve
in the discussion and information share with each other before their group reach a final result.
This also leads to the competition among learners or teams when they try their best to

complete games as quick as possible because of the set-up time. Rixon (1981) stated that: “the
first thing that many people think of in connection with games is competition among players.


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This is a feature of many games, but there are some in which cooperation is the main thing. In
other games, there is both cooperation and competition within a team and competition against
other teams”. So, requiring students to interact in activities of role-play, discussion, argument
and so on is a big effect of language game. This also helps to promote the activeness of
learners in practicing language through games. Also, when the role of teachers in class is
changed from game partner to consultant and monitor, students express their abilities in a
learner-centered activity. Moreover, playing language games requires learners a great deal of
effort to make use of integrated skills of language actively, which language games can help
them to make and sustain the effort of learning. Constant effort is required to understand,
produce and manipulate the target language.
There are many other advantages of language games that we cannot go in details in
the study such as the role of language games in testing and providing immediate feedbacks, in
creating a meaningful context for language use, reducing the risk of failure, or in shortening
teacher-student distance and conflict and so on. This is why we think further study is quite
necessary.
2.2.3 The drawbacks of language games
As a saying goes “everything has two sides”, despite advantages in language games shown by
researchers and educators, there are some disadvantages that teachers have to face in their
classes. First of all, if the teachers lose the control, then the class becomes noisy and chaotic
with games. The noise made during game-playing stage is also one problem that all the
teachers are trying to limit. Only when a teacher creates high motivation in playing games for
students can he or she become a good organizer of games. However, high motivation that we
expect to reach is usually the root of noise and fun. Because in university, classrooms for nonmajor English students are normally too large and the number of students in a class is quite
big, noise becomes more difficult to deal with. Next, in playing games, students can create
wrong values. In any games, the factor that creates high participation of students is the

competition. Students always want to win and they are afraid of “losing face”. So, it is said
that games can create undesirable competition and the acquisition of power and health. One
more negative result of language game is that it is a gambling activity. When playing games,


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usually teachers plan for the results and everything else but who knows exactly how students
will react? Sometimes the games turn out to take a long time and the class cannot go on with
what they are playing. They have to stop the games and the failure is obvious.
2.2.4 When to use games in language teaching
Games are activities that bring back a lot of positive effects on students if teachers know the
proper time to use. According to Lee, W.R. (1979), language games “are often used as short
warm-up activities or when there is some time left at the end of a lesson” (Lee,1979:3).
However, Lee stated clearly that a language game "should not be regarded as a marginal
activity filling in odd moments when the teacher and class have nothing better to do" (Lee,
1979:3). Normally, as language games usually take place in a short time and have a lot of fun,
they are used at the beginning of a lesson like a warming-up activity in a stimulating way.
Many others use them to punctuate a lesson, relieve tension after a test or
concentrated practice session. Others also use games when they are tired and the class
atmosphere is so quiet and boring. Games also lend themselves well to revision exercises
helping learners recall material in a pleasant, entertaining way. Many experienced textbook
and methodology manuals writers have argued that games are not just time-filling activities
but have a great educational value. Rixon (1981) suggests that games be used at all stages of
the lesson, provided that they are suitable and carefully chosen. At different stages of the
lesson, the teacher's aims connected with a game may vary: presentation (providing a good
model making its meaning clear); controlled practice (eliciting good imitation of new language
and appropriate responses); communicative practice (give students a chance to use the
language) (Rixon, 1981:70).
As can be seen, the advantages of games are quite clear because at any time of using,
they can also create a positive result. Language games are so enjoyable that they can be

considered as an integrated part of a teaching process.
2.3 TYPES OF LANGUAGE GAMES
There is a variety of games and activities relating to different language skills: reading,
listening, speaking, writing skills. According to the book “Language teaching Games and
Contests” written by Lee, W.R (1979), some common types of language games and activities


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that are relevant to the subject of the study, non-major first year students are found. However,
since the author only focus on the use of language games in teaching speaking skills in this
study, not other skills, the author will spend more space studying language games for teaching
speaking English.
Before introducing some types of games, we should know that there are many ways
of clarifying types of games. According to Greenall, S. (1984), the author grouped language
games in thematic sections such as people, food and fruits, job, shopping and so on. Wright,
Betteridge and Buckby (1984) gave another classification of games, including picture games,
psychology games, caring and sharing games, card and board games, sound games, story
games, word games, etc. In addition, Rixon (1981) stated that :“the most obvious way of
classifying games from a language teacher’s point of view is according to the language they
practice: listening games, spelling games, games to help students build vocabulary, games
that bring in a structure or a function and so on” (Rixon, 1981:1). Besides, Hadfield (1990)
added: “in some types of games the emphasis is on successful communication rather than on
correctness of language. Games, therefore, are to be found at the fluency-accuracy
spectrum…They are types of communicative games, speaking games, listening games, reading
games, and so on” (Hardfield, 1990:5). So, there are two main types of games, they are
Language practice games and Communicative language games. These types of games are
suitable to teach communicative skills, especially speaking games. Some of language games
below are written briefly. They belong to two types of games just mentioned.
Firstly, structure games provide experiences of particular patterns of syntax in
communication. Students can practice one or more grammar structures, aspects when playing

this type of language games. It means that practising or reinforcing a certain grammatical
aspect of language has to relate to students' abilities and prior knowledge. Structural games
become difficult when the task or the topic is unsuitable or outside the student's experience.
Secondly, vocabulary games are very common, known as word games which are used
to drive students’ attention to focus on mainly the usage and meaning of words. They help
students understand and master words in context or situations.


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Next, it is spelling games, which aim to rub out any misspellings made by students and
provide a visible image of every word that helps them wholly copy it in their mind.
Moreover, according to Lee, W.R (1979), pronunciation games hold a large percentage
of using because errors made in pronunciation of a foreign language vary among students,
partly due to the affect of mother tongue. So, this kind of language games plays an important
role in learning English of students.
In order to help students speak English better, number games are seen as a good choice.
Most of scholars studying on number games focus on the spoken form of numbers because
these games are mostly oral ones.
What is more, speaking games attract our attention the most. Speaking games helps
students have a chance to practice speaking English in its true purposes. They not only help to
solve students’ language problems by communicating with each other but increase the fluency
of using English towards students. Many speaking games are available for teachers to choose
in class such as matching games, guessing games, sweet to speak, information-gap games and
so on. As Hadfield (1990) remarked the matching game is one types of games which is “based
on different principle, but also involve a transfer of information. These games involve
matching correspondent pairs of cards or pictures, and may be played as a whole class
activity, where everyone must circulate until they find a partner with a corresponding card or
picture; or as a pair work or small group activity” (Hardfield, 1990:6). Also, he stated that
some simple games belonging to matching games can be used easily and effectively. For
example, with “Christmas swapping” game, it can be used the whole class to talk about likes

and dislikes (Hardfield, 1990:23); or “ideal home” games taking about from 10 to 15 minutes
allows teachers to use in class. This game can stimulate the speaking abilities of students by
describing the places or houses that they like best and expressing their preferences (Hardfield,
1990:13). In addition, many researchers spent their time studying guessing games. This is a
very familiar game for students at a low level. In these games, the majority of the class or
teams are “guessers” while the teacher, a student or a team takes the role of “knower”. Carrier,
M. (1980) studied some kinds of guessing games very carefully. For example, “guess the job”


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game can be played by groups of 4or 5 students using the simple present to describe any
occupations (Carrier, 1980:13). Rixon (1981) suggested that “what is in the bag” game is also
an interesting game which students can make fun easily. Its purpose is to help them practicing
name of things and enriching vocabulary (Rixon, 1981:36). Hadfield (1990) introduced the
advantages of “Holiday quiz” game in helping students to use the past tense well by asking
about past events (Hadfield, 1990:19). Besides, a lot of speaking games bring about many
advantages that teachers can use to improve the students’ English speaking. Thanks to a
variety of this type of games, the author finds a suitable choice of speaking games that can
easily apply in some chosen classes as tests. This will be described carefully in the following
chapter.
Last but not least, the roles of writing games are undeniable. They help learners enrich
their vocabulary, remember spelling of words and use the correct grammar. Besides, many
other language games have been discussed in various resources of document or previous
studies. However, because of the limitation of the study, we cannot mention all.
2.4 ORGANIZING LANGUAGE GAMES IN CLASS
To limit some drawbacks and enhance the good points of language games, the organization of
any language games is extremely necessary. It requires that teachers have to spend time
understanding the chosen games in class carefully. Of course, some following requirements of
organizing cannot be ignored.
2.4.1 Preparation

The first one is preparation. It is quite important because the more time teachers spend, the
more effective they can get from games. Their games will be performed quickly and smoothly.
Some elements are also included in this step such as timing, materials, choice of language
level and class management.
2.4.2 Presentation
Before students take part in the games, one task that teachers have to do is introducing the
rules of games as well as the way of performing. This step of the organizing process should
not be undervalued. Because if students misunderstand the requirements of games or get
confused, then the language games may have negative effects. Thus, teachers need to provide
information involved the games like the goal, rules, scoring, time or visual objects. In


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addition, students also have to pay attention to their teachers’ introduction of games to make
sure that they understand how and what they will play.
2.4.3 Game-playing stage
This is the time that students directly play games in individuals, pairs or even groups. Since
the purpose of designing language games to improve the use of English of students, teachers
should be a corrector to find out their students’ necessary mistakes as much as possible.
However, depending on the striking points of chosen language games in class, teachers can
consider which mistakes must be corrected and which one can be ignored so as not to reduce
the motivation of students during the games. In addition, teachers should control the class well
and know how to stop games if their students find it less interesting and more tired. Anyway,
the comment, correction and encouragement of teachers during the games are key factors in
their students’ success because as Guthrie & Wigfield, (2000) said: “when praise is sincerely
given and interpreted as recognition of achievement, it can increase students’ self-perceived
competence and motivation” (Guthrie & Wigfield, 2000: 414).
2.4.4 Post-playing stage
According to Rixon (1981),“whatever the game is, students like to hear how well they are
doing, to receive encouragement and to have any amusing incidents or clever more

commented on, as well as having errors corrected” (Rixon,1981:58). It means that when the
game is finished, teachers should give a feedback to all what students have just done. In
general, teachers should comment on what students have performed and help them have a
chance to learn from their classmates whatever good for them.
2.5 THE ROLE OF TEACHERS IN COMMUNICATION GAMES
In communication games the teacher no longer controls the activity. He or she is advised not
to interfere too much during game-playing process. The communication among students by
the use of English is encouraged more than between students and teacher because students can
freely speak without worrying about spending time on the choice of words, sentences or
grammatical usage. This helps to enhance their ability of communication as well as the use of
the foreign language.
In these games, teachers just work as language consultants, according to Rixon’s idea
(1981:64) “instead if judging what students have to say, the teacher should be on hand to help


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them with what they want to say”. The involved teacher knows about the students’ personal
knowledge and interests, cares about each student’s learning, and holds realistic, positive goals
for students’ effort and learning. When students perceive teachers to be involved and
(interested in their progress) and autonomy supportive (providing some controls of learning),
they are engaged in the classroom, for example, participating in class discussions, learning
actively, and appearing happy
And the other role that teacher can take is a corrector. As the game is being played,
students, of course, make mistakes. It is necessary for the teacher to collect and check them.
However, provided that errors are not so serious that they lead to breakdowns in
communication, the other players may not notice them and the teacher also does not need to
indicate.
Besides, the teacher in communication games can be seen as a referee. Some of these
games are competitive and there may as well be disagreements and blockages that the group
cannot settle on their own. It is much more effective if the teacher tries to guide the group

towards its own solution than to impose an immediate decision of his own since by this means
he can get valuable discussion going within the group.
It is noteworthy that the roles of teachers, not only directly influence students’ outcomes
but also has a significant benefit for their engagement, which then is significant in the path to
the student’s outcomes. In addition, the influence is reciprocal: student engagement affected
teacher involvement as much as teacher involvement influenced student engagement.

CHAPTER THREE

PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA


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3.1 OVERVIEW OF THE STUDY PROCESS
In line with the rapid socio-economic development in recent years, education of Vietnam has
undergone major changes in terms of curriculum and learning materials as well as way of
teaching and learning foreign languages. Without doubt, English has become a compulsory
subject in almost all universities or colleges. However, after 3 or 7 years of using and learning
English, most Vietnamese students still cannot express themselves in English as expected.
Before entering universities, students are basically taught with the English grammar, the use of
structure, phrases, and vocabulary. For speaking and listening skills, they seem to be
underestimated and paid less attention to. Therefore, when furthering their study in
universities, students are neither able nor confident in using English to communicate with
other people, especially with foreigners. This has inspired the author to implement this study
with a great hope of finding useful methods that can be easily and effectively applied in
classrooms to help non English major students improve speaking skills.
In this chapter, we will describe the procedure of the study. The section starts with a
brief description of the survey purpose, subjects, method and procedures. Then, data collection
and analysis of the findings are given in the next section. Finally, the discussion of the survey

findings is mentioned.
3.1.1 Objectives of the study
The aim of the study is to gain well-founded information on the reality of the use of language
games in teaching and learning English speaking skills to the first year non English major
students at the College of Sciences, Thai Nguyen University. More importantly, the researcher
wants to find out the advantages and effectiveness of language games in speaking skills. The
problems encountered by both teachers and students when using language games are in
progress and their attitudes towards language games are also discussed.
3.1.2 Subjects
The subjects for the study are two groups of teachers and students.
The first group includes 9 teachers of Department of Basic Sciences, College of Sciences,
Thai Nguyen University. All of these teachers have experienced teaching English for non
English major students. The teacher survey was carried out in the form of questionnaires
according to their teaching process.