Employing kahoot game to improve first year students’ english grammar accuracy an experimental research at an engineering university in the north vietnam

1.VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF
LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST –
GRADUATE STUDIES *****************

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NGUYỄN THỊ THƠM

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EMPLOYING KAHOOT GAME TO IMPROVE FIRST YEAR

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STUDENTS’ ENGLISH GRAMMAR ACCURACY:
AN EXPERIMENTAL RESEARCH AT AN ENGINEERING
UNIVERSITY IN THE NORTH VIETNAM
SỬ DỤNG TRÒ CHƠI KAHOOT ĐỂ TĂNG CƯỜNG ĐỘ CHÍNH XÁC

NGỮ PHÁP TIẾNG ANH CỦA SINH VIÊN NĂM NHẤT:
MỘT NGHIÊN CỨU THỰC NGHIỆM TẠI MỘT TRƯỜNG ĐẠI HỌC
KỸ THUẬT TẠI MIỀN BẮC VIỆT NAM

M.A. Minor Thesis
Field: English Teaching Methodology

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Code: 8140231.01
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Hanoi - 2018


VIET NAM NATIONAL UNIVERSITY-HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************

NGUYỄN THỊ THƠM

EMPLOYING KAHOOT GAME TO IMPROVE FIRST YEAR
STUDENTS’ ENGLISH GRAMMAR ACCURACY:
AN EXPERIMENTAL RESEARCH AT AN ENGINEERING
UNIVERSITY IN THE NORTH VIETNAM
SỬ DỤNG TRÒ CHƠI KAHOOT ĐỂ TĂNG CƯỜNG ĐỘ CHÍNH XÁC
NGỮ PHÁP TIẾNG ANH CỦA SINH VIÊN NĂM NHẤT:
MỘT NGHIÊN CỨU THỰC NGHIỆM TẠI MỘT TRƯỜNG ĐẠI HỌC
KỸ THUẬT TẠI MIỀN BẮC VIỆT NAM

M.A. Minor Thesis
Field: English Teaching Methodology
Code: 8140231.01
Supervisor: Trần Thị Duyên, Ph.D
Hanoi - 2018

DECLARATION OF AUTHORSHIP

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I certify that this thesis is the result of my own research and the substance
of this thesis has not, wholly or in part, been submitted for a degree to any

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other universities or institutions.

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i

ACKNOWLEDGEMENTS

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First and foremost, I would like to express my deepest gratitude to my
supervisor, Dr. Tran Thi Duyen for her invaluable assistance, constructive

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criticism, and encouragement without which my thesis would not have
been accomplished.
Secondly, I am thankful to all the lecturers and staff of the Post-Graduate
Department of University of Languages and International Studies, Vietnam
National University for their scientific knowledge, guidance and

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enthusiasm during my course.
My sincere thanks also go to my friend - Mrs Nguyen Thi Thu Ha and her
students for their substantial support for the data collection for this study.
In addition, I would like to express my gratitude to my friend – Mrs. Bui
Hong Van who helped me to proofread and edit my writing.

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Last but not least, I owe my deep thanks to my family and friends who
have helped and encouraged me while I was conducting the research.
NGUYEN THI
THOM

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ii

ABSTRACT


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Grammar learning plays an important role in second language acquisition.
Games have been considered an effective tool for enhancing English
teaching and learning process. The paper aims to study the use of Kahoot
game for enhancing the effectiveness of English teaching and learning
process at one University in Hanoi and investigate students’ attitude of 1styear students toward Kahoot game at this University. In order to conduct
the study, three data collection tools were employed: (1) tests, (2)
questionnaires and (3) interviews. The research results show that the
employment of Kahoot game help improve the students’ grammar
accuracy. In addition, most of the students indicated positive attitudes
towards the use of Kahoot game in English lessons and it seems that the
integration of Kahoot game could help increase the students’ learning
motivation. It is hoped that the study can be a useful source of reference
for teachers and practitioners who are looking for ways to improve their

teaching of English language, especially English grammar, to support
learners.

iii

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1.2.3. When to use games.................
TABLE OF CONTENTS

14

1.2.4.Review of previous
related studies..................................

15
DECLARATION OF AUTHORSHIP...........................................................
i
1.5. Summary of the
chapter.............................................
ACKNOWLEDGEMENTS...........................................................................
ii

16

ABSTRACT...................................................................................................CHAPTER 2:
METHODOLOGY..........................
iii

18

LIST OF TABLES AND FIGURES..............................................................
2.1. The English teaching
x
at Engineering University.................
PART I: INTRODUCTION...........................................................................
18
1
PART 2: DEVELOPMENT...........................................................................
4
CHAPTER 1: LITERATURE REVIEW.....................................................
4
1.1. Grammar................................................................................................
4
1.1.1. Definition of grammar.........................................................................
4
1.1.2. The roles of grammar in ELT...............................................................
6
1.1.2.1. For-grammar perspectives.................................................................
6
1.1.2.2. Against-grammar perspectives...........................................................
7
1.1.3. The methods of teaching grammar.......................................................
8
1.1.3.1. Grammar-Translation Method...........................................................
9
1.1.3.2. Direct method...................................................................................
9
1.1.3.3. Audio-lingual..................................................................................

10
1.1.3.4. Communicative Language Teaching................................................
11
1.2. Games..................................................................................................
12

1.2.1. Definition of games............................................................................
12

1.2.2. Advantages of games.........................................................................
13

iv


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2.2. The current textbook Topnotch 2 (version 3) in use at Engineering
University and its grammar.......................................................................... 19
2.3. Employing Kahoot games in teaching grammar.................................... 20
2.3.1. The background of Kahoot................................................................. 20
2.3.2. Creation of quizzes in Kahoot............................................................ 21
2.3.3. How to play Kahoot in the classroom................................................. 22
2.3.4. Effects of using Kahoot games to teach English Grammar.................. 24

2.4. The setting of the study......................................................................... 27
2.5. The participants.................................................................................... 28
2.6. Data collection instruments................................................................... 28
2.6.1. Pre-test and post-test.......................................................................... 28
2.6.1.1. Pre-test............................................................................................28
2.6.1.2. Post-test..........................................................................................29
2.6.2. Survey questionnaire.......................................................................... 30
2.6.3. Interview............................................................................................ 30
2.7. Data collection procedure...................................................................... 31
2.8. Data analysis......................................................................................... 31
2.9.Summary of the chapter......................................................................... 32
CHAPTER 3: RESEARCH RESULTS AND DISCUSSION....................33
3.1. Test results............................................................................................ 33
3.2. Questionnaire results............................................................................. 37
3.3. Interview Results.................................................................................. 42
3.4. Discussion............................................................................................ 45
PART 3: CONCLUSIONS AND IMPLICATIONS................................... 48
1. Major findings......................................................................................... 48
2. Limitations.............................................................................................. 49
3. Implications............................................................................................. 49
4. Suggestion for further research................................................................ 50
v


REFERENCES............................................................................................. 51
APPENDIX................................................................................................... 54
2. Aim of the study...................................................................................................... 2
3. Research questions................................................................................................. 2
4. Method of the study............................................................................................... 2
5. Significance of the study....................................................................................... 2

6. Structure of the thesis............................................................................................. 3
1.1. Grammar............................................................................................................... 4
1.1.1. Definition of grammar..................................................................................... 4
1.1.2. The roles of grammar in ELT......................................................................... 6
1.1.2.1. For-grammar perspectives........................................................................... 6
1.1.2.2. Against-grammar perspectives.................................................................... 7
1.1.3. The methods of teaching grammar................................................................ 8
1.1.3.1. Grammar-Translation Method.................................................................... 9
1.1.3.2. Direct method................................................................................................ 9
1.1.3.3. Audio-lingual............................................................................................... 10
1.1.3.4. Communicative Language Teaching....................................................... 11
1.2. Games.................................................................................................................. 12
1.2.1. Definition of games....................................................................................... 12
1.2.2. Advantages of games..................................................................................... 13
1.2.3. When to use games........................................................................................ 14
1.2.4.Review of previous related studies.............................................................. 15
1.5. Summary of the chapter................................................................................... 16
2.1. The English teaching at Engineering University.......................................... 18
2.2. The current textbook Topnotch 2 (version 3) in use at Engineering
University and its grammar..................................................................................... 19
2.3. Employing Kahoot games in teaching grammar.......................................... 20
2.3.1. The background of Kahoot........................................................................... 20
2.3.2. Creation of quizzes in Kahoot...................................................................... 20
vi


2.3.3. How to play Kahoot in the classroom......................................................... 21
2.3.4. Effects of using Kahoot games to teach English Grammar..................... 22
2.4. The setting of the study.................................................................................... 23
2.5. The participants................................................................................................. 24

2.6. Data collection instruments............................................................................. 24
2.6.1. Pre-test and post-test...................................................................................... 24
2.6.1.1. Pre-test.......................................................................................................... 24
2.6.1.2. Post-test........................................................................................................ 25
2.6.2. Survey questionnaire..................................................................................... 26
2.6.3. Interview.......................................................................................................... 26
2.7. Data collection procedure................................................................................ 27
2.8. Data analysis...................................................................................................... 27
2.9.Summary of the chapter.................................................................................... 28
3.1. Test results.......................................................................................................... 29
3.2. Questionnaire results......................................................................................... 33
3.3. Interview Results............................................................................................... 37
3.4. Discussion........................................................................................................... 40
1. Major findings....................................................................................................... 43
2. Limitations............................................................................................................. 44
3. Implications........................................................................................................... 44
4. Suggestion for further research.......................................................................... 45
REFERENCES.......................................................................................................... 46
APPENDIX................................................................................................................ 49
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DECLARATION OF AUTHORSHIP ...........................................................
ACKNOWLEDGEMENTS............................................................................
vii


ABSTRACT.............................................................................................................. iii
LIST OF TABLES AND FIGURES.................................................................... x
PART I: INTRODUCTION................................................................................... 1
PART 2: DEVELOPMENT.................................................................................... 4

CHAPTER 1: LITERATURE REVIEW............................................................ 4
1.1. Grammar............................................................................................................... 4

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1.1.1. Definition of grammar..................................................................................... 4
1.1.2. The roles of grammar in ELT......................................................................... 6
1.1.3. The methods of teaching grammar................................................................ 8
1.2. Games.................................................................................................................. 12
1.2.1. Definition of games....................................................................................... 12
1.2.2. Advantages of games..................................................................................... 13
1.2.3. When to use games........................................................................................ 14
1.3. Employing Kahoot game in teaching grammarError!

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not

defined.
1.3.1. The background of Kahoot...................... Error! Bookmark not defined.
1.3.2. Creation of quizzes in Kahoot.................Error! Bookmark not defined.
1.3.3. How to play Kahoot in the classroom. . .Error! Bookmark not defined.
1.3.4. Effects of using Kahoot game to teach English Grammar..............Error!
Bookmark not defined.
1.4.Summary of the chapter.................................................................................... 15
CHAPTER 2: METHODOLOGY...................................................................... 18
2.1. The English teaching at Engineering University.......................................... 18
2.2. The current textbook Topnotch 2 (version 3) in use at Engineering
University and its grammar..................................................................................... 19

2.3. The setting of the study.................................................................................... 27
2.4. The participants................................................................................................. 28
viii

2.5.2. Survey questionnaire.......
30
2.5.3. Interview...........................
30

2.6. Data collection
2.5. Data collection instruments............................................................................. 28 procedure......................................
31
2.5.1. Pre-test and post-test...................................................................................... 28


2.7. Data analysis...................................................................................................... 31
2.8.Summary of the chapter.................................................................................... 32
CHAPTER 3: RESEARCH RESULTS AND DISCUSSION......................33
3.1. Test results.......................................................................................................... 33
3.2. Questionnaire results......................................................................................... 37
3.3. Interview Results............................................................................................... 42
3.4. Discussion........................................................................................................... 45
PART 3: CONCLUSIONS AND IMPLICATIONS....................................... 48
1.Major findings...................................................................................................... 46
2.Limitations.............................................................................................................. 47
3.Implications............................................................................................................ 47
4. Suggestion for further research...................................................................... 48
REFERENCES........................................................................................................ 51
APPENDICES......................................................................................................... 54
APPENDIX I............................................................................................................. 54

APPENDIXII............................................................................................................. 60
APPENDIX III.......................................................................................................... 64
APPENDIX IV:......................................................................................................... 66

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LIST OF TABLES AND FIGURES

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Table 3.1: The pre-test results of the control and experimental group...........34
Table 3.2: The post-test results of the control and experimental group..........36
Table 3.3: Descriptive statistics for the pretest and post-test of the
experimental and control groups. (Max score = 100).................................... 37
Table 3.4: Participants’ attitudes towards Kahoot (percentage).....................38
Table 3.5: Means of five dimensions............................................................ 41

Figure 2.1: Research procedure.................................................................... 32

Field Code Changed

Figure 3.1: Student’s attitudes towards the Kahoot game by mean................ 42

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spelling and grammar
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spelling and grammar
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x

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PART I: INTRODUCTION

Centered

1. Rationale
English has become an important mean of international communication and

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an

essential tool for international integration. Therefore, the demand for learning English

is increasing,


especially in Vietnam where English is one of

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the main subjects at school, and among the compulsory subjects of the entrance
exams to a number of universities. At Engineering University, the teaching and
learning of English play an important part in the educational program. In
particular, students will not be allowed to learn their major subjects if they do not
meet the requirement in terms of English proficiency. To facilitate English
learning, students and teachers are equipped with good learning condition and
various technological devices such as fast and reliable internet access in the
classroom, laptops for individual students and teachers, projectors, speakers, etc.
Given the importance of English to their study, most of the students are trying
their best to learn English. However, many students claim that they feel bored
with grammar lessons and do not spend time on learning them because the

structures, tenses are difficult for them to remember. In the search for an effective
method to help students learn English grammar, the researcher found that Kahoot
game has the potential to help students learn English grammar well; especially
the game can help students consolidate and memorize the structures and their
usage. Taken into consideration the good teaching and learning facilities at
Engineering University as well as the students’ learning needs, the researcher
believes that employing Kahoot game could be a workable solution for the
teaching of English grammar there. Thus, the researcher decided to conduct a
research on the issue. The research is entitled “Employing Kahoot game to
improve first-

1



students’

attitudes toward
the use of
Kahoot game in
year students’ grammar accuracy: An experimental research at an Engineering
University in North Vietnam”.
2. Aim of the study
The study aimed to investigate:


the effects of Kahoot game on first year students’ English grammar

accuracy.

the English
grammar class.
3. Research
questions


The research is carried out with an attempt to find out the answer to the following
research questions:
3.1. What are the effects of Kahoot game on first year students’ English grammar
accuracy?
3.2. What are students’ attitudes toward the use of Kahoot game in the English
grammar lessons?
4. Method of the study

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This study will be an experimental research. The researcher will use three types of
data collection tools: Pre-test and post-test to measure the effects of Kahoot game
on students’ grammar accuracy and survey questionnaires and interviews to

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investigate the attitude of the student toward the Kahoot game To protect the
confidentiality of the university and participants, a speudoname is used this study
instead of the real name of the university and participants are numbered from S#1

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to S#25 for both control and experimental groups.
5. Significance of the study

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The study is significant in terms of the research results and the research design
employed. Since improving the effectiveness of English language teaching and

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learning has become one of the major concerns for English
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language teachers, researchers and policy makers, the findings of the study
will contribute significantly to the field of English language teaching.The
study can be used as a reference for teachers and practitioners who are
searching for an effective way to teach English grammar. In addition, the
experimental research design employed in the study could also be used as a
reference for teacher researchers who would like to carry out research in their
own educational contexts.
6. Structure of the thesis

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The thesis is organized as follows:

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PART I: INTRODUCTION - introduces the rationale; aims of the study;
research questions; methods of the study; significance of the study; and the thesis

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structure.
PART II: DEVELOPMENT – the main part of the study, consists of three
chapters: Chapter 1: LITERATURE REVIEW– reviews and presents relevant

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theories and studies to the study. Chapter 2: METHODOLOGY – describes

the setting of the study, the participants, the research questions, methods, and
instruments. Chapter 3: RESEARCH RESULTS AND DISCUSSION –
presents an analysis of the data and discusses the findings of the study. PART
III: CONCLUSIONS AND IMPLICATIONS
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3


PART 2: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
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1.1. Grammar
1.1.1. Definition of grammar

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Concerning the terms “grammar”, several researchers have attempted to

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define it. Apparently, depending on one’s theoretical orientation, different people
define grammar differently.
The Longman Dictionary of Contemporary English (as cited in Harmer, 1987,

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p.1) defines grammar as “the study and practice of the rules by which
words change their forms and are combined into sentences.” There are two basic
elements in this definition: the rules of grammar; and the study and practice of
the rule. Here grammar constitutes a subset of rules relating to word
formation

(morphology)

and

sentence

formation

(syntax).

While

Huddleston (1984) shares a similar view when seeing grammar as
consisting of morphology and syntax. According to him, morphology deals
with forms of words while syntax deals with the ordering of the words to
form sentences. As can be inferred from two definitions above, grammar is
conventionally seen as the study of morphology and syntax of sentences.
Cobbett (1984) regards grammar as “constituting rules and principles that
help a person to make use of words or manipulate and combine words to give
meaning in a proper manner. It concerns with form and structure of words and
their relationships in sentences”. In addition, Fromkin and Rodman (1998)
defined “ The sounds and sound patterns, the basic units of meaning such as

words and the rules to combine them to form new sentences constitute the
grammar of a language”(p.14). There are several similarities between the two
above-cited definitions. The first thing is that according to these authors,
4

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grammar is assumed to be a guide through which words are put together to
make correct sentences. Secondly, grammar is composed of rules not only
relating to word formation (morphology) and sentence formation (syntax)
but also concerned with the meaning of the sentence (semantics) and the
sound system (phonology) within a language. However, one drawback that
all four definitions above (in both the first and categories) have in common
is that grammar has been concerned almost exclusively with the analysis at
the level of the sentence. I am in favor of Widdowson (1990) with the claim
that “grammar is not just a collection of sentence patterns signifying
nonsense” (p.81).
Besides, for Thornbury (1999), grammar does not just rule on how to combine
words at the sentence level, but it also takes into account the role of context
in which a sentence is made. He says that “when we process language we are not
only trying to make sense of the words and the grammar, we are also trying to
infer the speaker’s (or writer’s) intention” (p. 6). Moreover, Hughes and
McCarthy (1998) view grammar as discourse, not as the sentence and coined

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the term discourse grammar. They argued that “grammatical statements that

do not take account of such contextual features are inadequate and unable
to support grammar teaching effectively.” (p.265).
For the purpose of the study, I use the definition of Richards, Platt, and Platt
(1992) in their Longman Dictionary of Language Teaching & Applied
Linguistics:
Grammar is a description of the structure of a language and the way in which
linguistic units such as words and phrases are combined to produce

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sentences
in the language. It usually takes into account the meanings and functions
these sentences have in the overall system of the language. It may or may
not include the description of the sound of a language. (p.161)
5

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In this definition, grammar is viewed as descriptive, which refers to the
structure of a language as it is actually used by speakers and writers.
Moreover, this definition shows both linguistic and social features of
grammar as it refers to not only rules to make correct sentences but also
meanings and functions of such sentences in the language, which is necessary
for the teaching and learning of foreign language.
1.1.2. The roles of grammar in ELT
Along the history of second language teaching, the role of grammar has been
an issue of controversy. According to Richards (2002), it is “perhaps the most

controversial issue in language teaching” (p.145). Thornbury (1999) asserts
that “in fact, no other issue has so preoccupied theorists and practitioners as
the grammar debate, and the history of language teaching is essentially the
history of the claims and counterclaims for and against the teaching of
grammar” (p.14). The debate has brought about an extreme split of
attitudes, namely, those who hold that grammar should receive a central
attention in language teaching and those who hold that grammar should not
be taught at all.
1.1.2.1. For-grammar perspectives
Many scholars in the field of language teaching and learning emphasize the
role grammar plays in language learning. For instance, Savignon (1991), one
of the leading advocates of communicative language teaching, emphasizes
that “communication cannot take place in the absence of structure, or
grammar” (p. 268). In agreement with Savignon, in their communicative
competence model, Canale and Swain (1980) clearly view grammar as one
component of communicative competence and without grammar, learners can
communicate effectively only in a limited number of situations.
6

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After reviewing ideas on the role of grammar teaching, Nunan (1991) came to
a conclusion that "grammar exists to enable us to 'mean', and without grammar it is
impossible to communicate beyond a very rudimentary level.” Furthermore, Wilkins
(as cited in Nunan, 1991, p. 152), one of the architects

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of communicative approach to language teaching, also points out that
“acquiring the grammatical system of the target language is of central
importance, because an inadequate knowledge of grammar would severely
constrain linguistic creativity and limit the capacity for communication”.
The list of supporters of grammar is still going on. Long and Richards (1987)
assert that grammar plays a central role in the four language skills and vocabulary to
establish communicative tasks. Brown (2007) points out that “grammatical
competence occupies a prominent position as a major component of communicative

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competence” (p. 348)
For Palmer (1984), the central part of a language is its grammar, and this
should be of “vital interest to many scholars in the field of language teaching and
learning emphasize the role grammar plays in language learning. For instance,
Savignon (1991), one of the leading advocates of communicative language teaching,

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emphasizes that “communication cannot take place in the absence of structure, or
grammar” (p. 268). In agreement with Sauvignon, in their communicative intelligent
educated person. If it has not been of such interest, then the fault must be in the
failure to recognize its importance within this essentially human activity”(p. 9).
1.1.2.2. Against-grammar perspectives

Due to the fact that many language learners know the grammar rules of a

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language well, but they cannot communicate effectively in that language (Hinkel &
Fotos, 2002), several scholars do not believe that grammar teaching will have any
impact on communicative purposes and therefore
7

neglect
Prabhu

it.


(1987), for example, believes that the development of competence requires the
creation of conditions in which learner engage in an effort to cope with
communication, not a systematization of planned grammatical input.
The strongest advocate of this view is Krashen (1983, 1987), who is famous
for his learning and acquisition hypothesis and his Monitor theory. Based on
his learning and acquisition hypothesis, Krashen argues that from learning the
learners obtain conscious knowledge of grammar which is not responsible for
actual L2 performance. On the other hand, the acquisition is the underlying
process which is responsible for the actual performance and this can only

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happen unconsciously through natural exposure to comprehensible inputs.
What’s more, according to his Monitor theory, consciously-learned grammar
can only function as monitoring and monitoring overuse will only disturb the

flow of production. Consequently, this grow-up holds that formal and
conscious study of grammar should be strongly rejected if the objective of
learning the language is productive competence. However, Krashen has
received many strong criticisms from other researchers as his acquisition
theory seems to be merely based on his own observation without supporting
evidence.
In conclusion, grammar plays a very important role in language teaching,

even

though there was a time when grammar was severely rejected, but as Richards
(2002) says, in recent years grammar teaching has regained its rightful place in the
language teaching and “grammar is too important to be ignored” (p. 145). Therefore,
the debate is now not on whether grammar competence is important but rather on
how to teach grammar.

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1.1.34. The methods of teaching grammar
Along the history of language teaching methodology, different teaching
methods have perceived grammar differently, especially its role and its
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teaching methods. In this study, the researcher intends to present the teaching
of grammar in four major teaching methods, namely the GrammarTranslation method, Direct Method, Audio-lingual Method, and Communicative
Language Teaching approach.

1.1.34.1. Grammar-Translation Method

The Grammar-Translation Method derived from traditional approaches to the

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teaching of Latin and Greek in the nineteenth century. This method used grammar as
the starting point for instruction. The class under this method began with explicit

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grammar rules presentation, followed by practices involving translation into and out
of the student’s mother tongue (grammar is taught deductively). Students’ native

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language is the language of instructions and mistakes and errors must be avoided at
any cost. The syllabus used was
the structural syllabus Richards and Rogers (2002). Briefly, in this method
grammar is considered essential in foreign language teaching and there is an
attempt to teach it in an organized and systematic way. The best point of this
method is that it helps learners produce grammatically correct sentences and is
easily used in large-sized classes; however, learners taught with this method
find it difficult to communicate in real life and tend to be passive recipients of

knowledge.
1.1.34.2. Direct method

The Direct method emerged to challenge the way the Grammar-Translation

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Method focused exclusively on written language. The basic premise of the Direct
Method was that one should attempt to learn a second language in much the same
way children learn their first language. The method emphasized oral interaction,
spontaneous use of language, no translation between first and second languages, and
therefore rejected explicit grammar
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teaching.
Grammar

is


taught inductively in the target language by asking and answering questions
between teachers and students in small and intensive classes Richards and
Rogers(2002). An advantage of the Direct method is that learning in the target
language enables students to think in the target language. Besides, it may be
advantageous for a teacher using this method not to know his students’ native
language. However, the complete avoidance of students’ native language may
lead to the misunderstanding of rules and frustration from students.
1.1.34.3. Audio-lingual
Evolving from the work of structural linguists and behavioral psychologists,

the Audio-lingual approach proposes that language performance consists of a
set of habits in the use of language structures and patterns. Grammar is taught
inductively with little or no grammatical explanations. Dialogues and drills
form the basis of audio-lingual classroom practice. After a dialogue has been
presented and memorized, specific grammatical patterns in the dialogue are
selected and become the focus of various kinds of drills and pattern-practice

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exercises. The focus of instruction rarely moves beyond the sentence level
Celce-Murcia(1991). It is important to prevent the learner from making errors
because errors lead to the formation of bad habits. When errors occur, they
should be corrected immediately by the teacher. The strong point of this
method is that students can develop listening and speaking proficiency at the
same time they learn new structures; however, the explicit use of the target
language often leads to time-consuming and students might get bored with
mechanical repetition or become well-trained parrots.

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methodology since
the mid-1970s.
There exist two
versions of CLT:
1.1.34.4. Communicative Language Teaching
Communicative Language Teaching (CLT), which views language as an
instrument of communication, has been the dominant language teaching

weak version and

the strong version.
The weak version of
CLT argues that an


explicit focus on forms has an important –but not primary- role to play in second
language learning and aims at using grammar and vocabulary to achieve
communicative goals. Whereas, the strong version of CLT rejects grammar teaching
when they argue that attention to forms is not necessary; learner can acquire an
implicit understanding of grammar by using the language in a system of meaningful
tasks. Concerning the teaching of grammar, Celce-Murcia (1988, p.27) introduces
four stages of a grammar lesson in the light of CLT: Presentation, Focused practice,

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Communicative practice, and Teacher feedback and correction. In the presentation
stage, a grammar structure is introduced inductively or deductively. In the focused
practice, the learners manipulate the structure in question so as to gain control
of the form for communication. The next stage is communicative practice in
which learners practice the target structure by engaging in communicative
activities such as information gap, role-play, discussion…. Although teacher
feedback and correction is the final stage, it must take place throughout the
lesson as Celce-Murcia (1988, p.28) states that “during the second part of the
lesson, correction should be predominantly straightforward and immediate.
During the third part, however, communication should not be interrupted.
Instead, teachers should take not of errors and deal with them after the
communicative exercises.”
Despite the wide-ranging discussion on different modifications, until now

CLT

is considered as the most popular and favored approach to English
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language
In
game

CLT,

teaching.
Kahoot

should

employed

in

be
the

three last of the four


stages in the introduction of CLT. After the presentation of the grammar

lesson, students can play Kahoot game to practice the rules of grammar
immediately follow the teacher’s instruction, they also can communicate with
each other to discuss in each team mode. However, the teacher does not need
to give feedback to students or correct their errors thanks to the automatic
correction of Kahoot.
1.2. Games
1.2.1. Definition of games

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single

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According to Byrne (1995) gives the definition of games as a form of play
governed by rules. They should be enjoyed and fun. They are not just a diversion, a
break from routine activities, but a way of getting the learner to
use the language in the course of the game. Similarly, Hadfield (1990) defines
games as "an activity with rules, a goal and an element of fun." Another
definition comes from Saricoban & Metin (2000) saying that games are
organized according to rules and they are enjoyable.
The main focus of using a game in class is to help students learn and have

fun.

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However, to use games in classrooms, it is equally important that before playing the
rules of the games are clearly explained and well understood by the students. There
should be only a few, well-explained rules.
Demonstrations also can be very helpful because it can help students

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understand the game and help them follow the rules. In contrast, they will
misunderstand the purpose of the game and they may not get the benefits they
should from the game.
When playing games, competition is very important because it can stimulate
and encourage students to take part in the activity naturally, they desire to beat the
other teams. Therefore, games motivate learners to acquire knowledge.

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