4. Findings and discussions 1. The teacher
4.4. The students
Table 1 below showed that the overall involvement of students was high with a mean score of 2.75.
Dimensions of student engagement
Mean score Qualitative interpretation (QI)
Behavioral engagement 2.80 High
Cognitive engagement 2.67 High
Emotional engagement 2.79 High
Average 2.75 High
Ranking:
1.0 – 1.7:
2.0 very low (VL)
1.8 – 2.5:
low (L)
2.6 – 3.3:
high (H)
3.4 – 4.0:
very high (VH) Table 1: Summary of the level of Student Engagement
Behavioral involvement had the highest mean score of 2.80 out of the three criteria.
Emotional involvement came in second with a mean score of 2.79, while cognitive engagement came in third with a mean score of 2.67.
There was a 3.89 mean score for students' attendance, followed by 3.67 for students' taking notes in class, and a 3.46 mean score for students' assurance of studying on a regular basis in the behavioral participation category. Most students were required to attend class owing to university policies about student attendance and absences, so this was not surprising. According to the instructor, they also had to write down what they learned in their notebooks every time they went to class. Every student who presented or performed activities in class got instant feedback from the instructor, depending on the information gathered. Good grades (2.10), active participation in class (2.12), and completion of all prescribed activities (2.13) were the three lowest-rated indicators (2.33).
This may be due to the pupils' previous experiences with English learning and their own personal learning styles or habits. According to Vivan's post-interview with the instructor, few kids were interested in mastering the English language. Because English was a required course at the institution, they were obliged to take it. Ho Thi Thu Huong (2020) claims that pupils spent the same amount of time studying with either digital or flashcard methods. However, Ho Thi Thu Huong (2019) found that participants' learning frequency was larger and more effective in terms of learning speed, long-term memory, and language development than paper-based learning materials. Students who said they performed well on a test back up the study's conclusions (3.08).
Considering the total mean score of 2.67, it can be ruled out that students' cognitive involvement was evaluated highly. Students' usage of email, the LMS platform, Zalo, Facebook/ Twitter/ Instagram, and Meets to contact with the instructor was the most heavily weighted factor in the calculations (4.00). Using an electronic medium to discuss and finish an assignment was the second-ranked factor, with a mean score of 3.89;
students' efforts to fulfill professors' standards and expectations was the third. Because of the COVID-19 epidemic, they may have had to study through Zoom during the intervention. As a consequence, they were unable to interact with their classmates and professors in person. Virtual contact using digital technology was the best way to address these issues. This aligns well with Teo (2010), Liu (2016), and Pham Thu Tra (2019) when technology was used in the classroom to encourage students to participate in the learning process. There were significant differences in mean scores of 1.87, 2.03 and 2.21 for the three least important items: students' thoughts about the study and ways to make it more interesting, their preparation of two or three drafts of an assignment before turning it in, and finally applying the learning materials to their everyday lives. In studying English as a second language, pupils were unable to demonstrate their autonomy or self-esteem. They just wanted to finish and pass their English classes so that they could go on to the next stage of their academic career.
The average mean score for students' emotional involvement was 2.79, which was considered high. As an example, students' different perspectives in class discussion (3.28) was the most highly rated indicator, followed by students having fun in class (3.22).
According to the interview with Vivan, a variety of viewpoints may have sprung from a small group of very motivated and engaged individuals. Their participation in class discussions and raising their hands to answer questions was cited as evidence that they did it willingly. Another factor contributing to the students' enjoyment in class is the use of computer games and online quizzes that she instituted in each lesson to pique their curiosity and keep them engaged. On the other hand, students' ability to have meaningful discussions with their peers was only scored at 1.76, while their eagerness to acquire new information was only rated at 2.28. There was a lack of interest in such products among pupils. Only a few pupils who actively participated in class activities were observed and
interviewed. Almost all of them had been asked to share their thoughts in front of the class, which explains why they were so reluctant to speak up even if their views differed from others. It's also likely that kids are distracted by the use of their own digital gadgets. Class activities may be interrupted by messages or alerts from social media networks, which is similar to Ho Thi Thu Huong (2019) and Pham Thu Tra (2019) and Van Kieu Lam et al.
(2021).
5. Conclusion and recommendations
The research aims to examine the effects of digital approaches in an EFL classroom. According to the investigation, both students and the instructor who revealed her thoughts through an interview employed digital approaches at a high level during their English learning process. Students and instructors accessed several digital resources for learning purposes like laptops, smartphones, search engines, social networks and messaging apps. Utilizing technology enabled students to increase their English proficiency while also increasing their participation in classroom activities. Learners benefited from an additional incentive environment created by learning networks. Students agree that digital approaches are critical to their English learning success.
Moreover, the researcher thinks that this study will have a significant influence on the pedagogical field of technology-assisted teaching and learning of English. Instructors who are interested in the related topic may use their teaching approaches to meet the curriculum and syllabus requirements. Teachers may make modifications using technological tools. Experiential educators should use digital tools to aid learners in obtaining new knowledge, honing their critical thinking skills, and participating in collaborative activities. If universities are serious about helping students grow intellectually and emotionally, they should focus on creating a student-centered learning environment. As a consequence, Vietnamese education is increasingly incorporating technology-based instruction, particularly at the higher levels.
Furthermore, based on the findings of this study, additional research on digital approaches to various majors, such as English lecturers with varying backgrounds and teaching styles, is important. Therefore, these results might be reinforced by a new study including more parties and organizations. Additionally, both language and content should be examined to help students better understand how technology is used in class. Further testing or experimental tools may be introduced to assist in determining the digital learning environment's capabilities.
Acknowledgments
We would be grateful to the anonymous reviewers for their valuable comments and feedback. We would also like to thank our colleagues and students for their support in the process of conducting the research and writing this paper.
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Tóm tắt
Nghiên cứu này nhằm tìm hiểu ảnh hưởng của việc ứng dụng các công cụ kỹ thuật số lên tương tác của sinh viên trong lớp học tiếng Anh chất lượng cao một trường đại học ở Việt Nam. Dữ liệu thu thập qua phỏng vấn giảng viên, quan sát lớp học và khảo sát. Kết quả phân tích từ dữ liệu định tính và định lượng cho thấy giảng viên và sinh viên sử dụng nhiều ứng dụng công nghệ nhằm truyền tải nội dung, tổ chức các hoạt động lớp học, tải lên và xuống tài liệu, giao tiếp, tương tác với nhau. Nghiên cứu cho thấy các ứng dụng kỹ thuật số tạo động lực cho sinh viên, từ đó nâng cao sự tự tin của họ trong việc tương tác với mạng lưới học tập, truy cập các hoạt động trực tuyến. Từ đó cho thấy phương pháp giảng dạy sử dụng công nghệ đem lại hiệu quả tích cực trong việc phát triển nghề nghiệp cũng như các chương trình hỗ trợ học tập và thực hành giảng dạy.
Từ khóa: Công nghệ kỹ thuật số, động lực, tương tác của sinh viên, công nghệ
USING LANGUAGE GAMES TO IMPROVE THE FIRST YEAR CADETS' VOCABULARY MASTERY AT POLITICAL ACADEMY
SỬ DỤNG TRÒ CHƠI NGÔN NGỮ ĐỂ NÂNG CAO VIỆC NẮM VỮNG TỪ VỰNG CHO HỌC VIÊN NĂM NHẤT HỌC VIỆN CHÍNH TRỊ
Ta Van Dinh, MA Faculty of Foreign Languages – Political Academy
Abstract
This study is aimed at “Using language games to improve the first year cadets' vocabulary mastery at Political Academy”. The objectives of the study are: (1) To find out the effectiveness of using language games in vocabulary teaching to the first year cadets at PA. (2) To investigate cadets’ attitudes towards vocabulary learning through language games at Political Academy.
This study was conducted using action research with four steps: planning, acting, observing, and reflecting. The participants of this study were 25 cadets of class 56K. The writer got the data from test, questionnaire and interview. The results of the study showed that there was a significant difference between the mean scores of pre-test and test. The mean score of post-test was greater than the mean score of pre-post-test. It suggests that there is an improvement of cadets’ vocabulary mastery achievement from pre-test after being taught by language games.
Another improvement was their motivation and participation to studying English shown through the questionnaire and interview, the cadets felt comfortable, relaxed and more engaged while learning new vocabulary using language games. Based on the results, it can be concluded that the application of language games can improve the first year cadets’ vocabulary mastery at PA. I hope that this thesis will be of value to those who have great interest in using language games to improve vocabulary mastery for the cadets.
Key words: language games, vocabulary mastery, action research
1. Introduction
As an effective medium of international communication, to meet the increasing demands for the development and integration of the country into the greater English-speaking world, English language teaching and learning have been carried out throughout Vietnam, not only at primary and secondary, high education but also at tertiary level. However, at the tertiary educational level, the teaching and learning of English language in general, English vocabulary in particular are still far from satisfaction as students’ final results in most English examinations often remain unchanged. Some authors, led by Lewis (1993) argue that vocabulary should be at the centre of language teaching, because ‘language consists of grammaticalised lexis, not lexicalised grammar’. It is clear to all of us that one cannot read,
speak, listen, write, or understand a foreign language without knowing a certain number of words.
Thus, it is not possible to deny the importance of vocabulary in language learning. Yet, although the vocabulary teaching and learning issue is currently being addressed by teachers and students at most universities in Vietnam as well as military schools in the Army, it is still far from clear how best to teach and learn vocabulary items. Therefore finding out a good method for teaching English is not easy at all. One of the most recommended activities is language games. According to them, language games are highly motivating, competitive and fun. They also bring a relaxed atmosphere and create more opportunities for cadets to practice and revise their vocabulary. With language games, cadets will enjoy themselves, be stimulated and get involved in vocabulary learning. As a result, they can learn new lexical items faster and remember them better. With so many advantages, language games seem to be an effective way in teaching and learning a foreign language in general and vocabulary in specific. For those above mentioned reasons, the author chooses the topic:
“Using language games to improve the first year cadets' vocabulary mastery at Political Academy”
2. Literature review
Definitions of language games
According to Oxford dictionary, a language game is a philosophical concept developed by Ludwig Wittgenstein, referring to simple examples of language use and the actions into which the language is woven. In brief, a language game is an activity where students use language to achieve a goal (usually by exchanging some kind of information), according to clear rules, in an enjoyably competitive environment.
Types of Language Games
Hadfield (1996) explains two ways of classifying language games. First, language games are divided into two types: linguistic games and communicative games. Linguistics games focus on accuracy, such as supplying the antonym. On the other hand, communicative games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures which are similar to one another but not exactly alike.
Correct language usage, though still important, is secondary to achieving the communicative goal.
Linguistic games
- Sorting, ordering or arranging games: give cadets a set of cards with months, and they have to arrange those cards in order.
- Information gap games: the one having information have to exchange it with those who do not have it to complete a task.
- Guessing games: a student with a flash card must just mime it to others who try to guess the word.
- Searching games: everyone is given a clue to find out who the criminal is. They ask and reply to solve the problem.
- Matching games: participants need to find a match for a word, picture or card.
- Labeling games: a form of matching games, the only difference is that they math labels and pictures.
- Exchanging games: students barter cards, objectives or ideas.
- Board games: ‘scrabble’ is one of the most popular games in this category.
Communicative games
- Find someone who: The teacher puts a table on the board with “Find Someone Who” and a list of qualities. Cadets get and ask their friends until they can fit a different name to each quality
- Chain story/games: teacher writes vocabulary to be revised on the board. Teacher uses the first item of vocab. In a sentence to start off a story. Cadets continue the story around the class using vocabulary from board in (or out of)
- Role playing games: cadets play roles that they might not play in real life. They might also practice dialogues.
Roles of language games in language teaching
With relaxed atmosphere created by games, learners will remember things faster and better. During playing games, learners are easy to learn new words or new structures since they do not feel to be forced by their teachers.
Advantages of using language games
According to Richard-Amato (1996) even though language games are often associated with fun, teachers should not lose sight of their pedagogical values, particularly in second language teaching. Language games are effective because they provide motivation, lower students' stress, and give them the opportunity for real communication.
Vocabulary
Vocabulary can be defined as the words of a language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do.
Vocabulary addresses single lexical items - words with specific meaning(s)-but it also includes lexical phrases or chunks.
The Importance of Vocabulary
Vocabulary is very important to express idea or to ask for certain important. If someone has a lack of vocabulary knowledge is exactly the largest obstacle for the language learners to overcome.
Vocabulary Mastery
It can be said that vocabulary mastery is a complete skill to understand the stock of words and their meanings of a particular language.
The steps of teaching vocabulary Step 1: Presenting Vocabulary Step 2: Checking Vocabulary Step 3: Practicing Vocabulary 3. Methodology
The study was conducted in the researcher’s class with the participation of 25 cadets at class 56K who participated in vocabulary lessons using language games. They were all first-year cadets and at the age of 28 to 40 with different backgrounds.There was a great variety of participants’ English proficiency level because they come from different backgrounds. Therefore their opportunities and abilities of using English are not the same.
I this study, I used an action research design.
The main data collection instruments used during the research were pre-test and post-test, interviews and questionnaire.
4. Findings and Discussion