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.
 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 Statement of the problem and rationale for the study…………………..............................8
1.2 Objectives of the study…………………………………………………………………...11
1.3 Scopes of the study……………………………………………………………..………...11
1.4 Methods of the study…………………………………………………………..……........11
1.5 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
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
 v

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

Chapter 4: CONCLUSION AND RECOMMENDATIONS

4.1 Conclusion of the study…………………………………………….…………………….67
4.2 Recommendations…………………………………………………………………...……68
4.2.1 Some suggestions for language teachers at College Sciences………………………...68
4.2.2 Hints and suggestions for using language games on teaching speaking skills………..72
4.2.3 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 Title Page

1 Teachers’ exposure towards language games 30
2 Teachers’ preference for teaching speaking through games 31
3 Purposes of using language games in teaching English 32
4 The frequency of using language games 34
5 Teachers’ perception on the effectiveness of using language games in 35
teaching English
6 The importance of using language games in teaching speaking skills 36
7 The difficulties in using language games in class 38
8 The advantages of using language games in lessons 39
9 Time spent in using language games 40
10 The English learning experience of students 42
11 Level of competence of students in speaking skills 43
12 Students’ experience in playing language games 45
13 The expectation of students from language games 47
14 Attitudes of students towards language games 49
15 Feelings of students towards language games 50
16 Students’ perception on the effectiveness of using language games in 52
teaching English
17 Students’ opinions about learning English environment 53
18 Students’ preference towards the studying atmosphere in class 55
19 Using visual aids of teachers from students’ point of views 56
20 Students’ opinions about the number of games used in class 57
21 Students’ attitude towards the roles of language games 59

LIST OF TABLES IN THE STUDY

Table Title Page

 vii

1 The use of language games in some aspects of English 33

2 The attitudes and feelings of students towards language games from 37
teachers’ point of views.
3 Time when language games are used in class 40
4 Some teachers’ activities before introducing language games 41
5 The exposure of students towards language games 44
6 The purposes of language games from students’ point of views 46
7 Students’ opinions about the effective use of language games for 48
English subject
8 Students’ preferred activities on game-playing stage 51
9 students’ opinions about the frequency of language games used by 52
teachers
10 Factors preventing students from speaking English 53
11 Kind of lesson that students like best 54
12 Time when students like playing language games 55
13 Some types of language games being enjoyed more by the students 57
14 The opinions of students about what their teachers should do in class 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))
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
 ix

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
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
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 non-
major 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.
 xi

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
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.

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
 xiii

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.
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,
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).
 xv

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
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
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.
 xvii

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
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.
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.
 xix

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 non-
major 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,
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
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)
 xxi

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.
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”
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
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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
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
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.
 xxv

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

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.
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The second group consists of 140 first year non-English major students at College of
Sciences, Thai Nguyen University. They range from 18 to 24 in age, with the majority in their
age of 20-21. Male accounting for 55% outnumbers female which are 45%. The study was
conducted among students of different levels, English learning experience and interest with a
view to having a thorough and objective overview of their learning English.
3.1.3 Methodology
The methods used to collect data in the study is the questionnaire for teacher group, the
questionnaire for students and the class observation on the use of language games in teaching
and learning speaking skills.
The author used questionnaires as the main source for data collection. The reason for
choosing this method lies in the objectives of this study which have already been mentioned in
the previous chapter. According to Burns, R. B. (1999), he showed that “triangulation
involves gathering data from different sources so that the research findings or insights can be
tested out against each other” (1999:25) and “results from one form of data will help inform
and refine the other data” (Verma, G. K. & Mallick, K. 1999:115). Thus, questionnaires are
essential to the research process in social sciences. Moreover, this method has its own
strengths in helping the author to find out satisfactory and sufficient information. As a result,
the method was chosen to make full use of rather than advocating one and disposing the other
so that the reliability and validity of the research could be ensured and make it more
persuasive. “Questionnaires are any written instruments that present respondents with a
series of questions or statements to which they are to react either by writing out their answers
or selecting from among existing answers” (Brown, J. D. 2001:6). So, by using questionnaires
we can have more in-depth information on certain aspects. Hence, any clarification or further
inquiry towards a question can be made convenient.
3.1.3.1 Teacher group survey
The survey was carried out with the help of 9 teachers of English at College of Science, Thai
Nguyen University. It aimed to investigate the reality of using language games in their
language teaching process. Furthermore, through the survey, more information about the
attitude of the first year non-English major students towards language games can be obtained.
15 questions were designed for the teacher group, which covered 11 main contents as the
following:
The situation of using language games in the teaching process (question 1, 14 and 15).
The attitudes of teachers towards the use games in teaching speaking process (question 2).
The purposes of using language games in teaching process (question 3 and 4).
The frequency of using language games in teaching speaking process (question 5).
The effectiveness of using language games in teaching speaking process (question 6).
The importance of using language games in teaching speaking process (question 7).
The attitudes and feelings of students towards language games basing on teachers’ point of
views (question 8).
The difficulties in using language games in class (question 9).
The advantages of using language games in lessons (question 10).
The time when language games are used in class and how long it takes (question 11and 13)
The information about the works of teachers before introducing language games to
students (question 12).
3.1.3.2 Student questionnaire survey
A questionnaire with 24 questions in Vietnamese was designed for the first year-non English
major students at College of Sciences to make sure that they could understand and have a best
choice for each question. It aimed to discovering their background, thoughts and ideas about
language games. Similarly, all questions were asked were to serve for 10 main contents as the
following:
The background of students involved in the survey (question 1, 2, 3, and 4).
The exposure of students towards language games (question 5 and 6).
The advantages of using language games on students (question 7, 9 and 14).
The attitudes and feelings of students towards language games (question 8, 10, 12, 13,
17, 18, 19, 21 and 22).
The time when language games can be played (question 11).
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The information about how often teachers use visual aids (question 15).
The number of using language games in class (question 16).
The types of language games students like best (question 20).
The opinions of students about what their teachers should do in class (question 23).
The importance of using language games in learning speaking skills on students
(question 24).
3.1.4 Class observation

According to the survey questionnaire for the teachers and for the students, we also use
method of class observation in the study. Its purpose is to examine and clarify the advantages
and effectiveness of games in classes, explore how teachers use language games in class and
identify the attitudes and feelings of students towards language games. Some observations
were carried out in three English lessons with two different classes, ENG132N32 and
ENG132N25 in the second term at College of Sciences. After observing, two comparisons
were made between a lesson using language games and the other without any games; and
between a class exposing to language games and another without experiencing games.
3.1.4 Procedures

155 copies were delivered but a number of copies handed in back were 140.
Firstly, before actually sending out questionnaire to the target population, it was piloted
among students who are motivated enough in order to get feedbacks for the questionnaire.
After that, some clarifications, discussion and adjustments to it were made to serve the study
purpose better. 140 questionnaires were distributed to 140 students who took part in the
classes in their ten-minute break time. In this survey, self-completion questionnaires were
employed with semi-closed questions.
Secondly, as for questionnaire for the teacher group, before carrying the survey, a set of
questions had been prepared. The teachers were carried out individually. The nature and
purpose of this survey were firstly explained to the teachers and their questions were fully
answered. Some additional information on language games as well as the reality of using them
in their class was also shared with us.
3.2 PRESENTATION AND ANALYSIS
3.2.1 Data collection and analysis of the findings from teacher group survey.

3.2.1.1 The situation of using language games in the teaching process.

 Question 1: Have you ever used language games in your teaching process?

 Question 14: If you have a pack of games, will you use it in your class?

The percentage of teachers in using language games

Yes No
100

Figure 1: Teachers’ exposure in using language games

As can be seen from the chart, the percentage of teachers who have ever used language games
in their teaching process is 100%. This result is similar to one of the question 14 that if they
have a pack of games, certainly all teachers will use them in class. Because the answers for
question 14 of 9 teachers are the same, the question 15 can be ignored. Based on the given
result, it can be said that language games are no longer strange and new towards English
teachers at College of Sciences. And to some extents, they have been aware of the effects of
 xxxi

language games and quite familiar with the ways of organizing games, they assure that their
usage of language games in the class will be kept on.
3.2.1.2 The attitudes of teachers towards the use language games in teaching speaking
process.

 Question 2: Do you like teaching speaking skills through games?

The percentage of teachers prefering teaching

speaking through games
Yes No

100%

0%

Category 3

Figure 2: Teachers’ preference for teaching speaking through games

According to the chart, it is undeniable that all teachers when asked said that they really like
using games in their teaching English, especially speaking skills. The rate of 100% expresses
the reality of teachers’ interest towards language games as well as their good points in
improving the ability of speaking English of students. This was a common opinion of all
English teachers at College of Sciences, aiming to help their students have a chance to practice
English together with getting fun from games.

3.2.1.2 The purpose of using language games in teaching process.

 Question 3: What are the purposes of using language games in your teaching process?

Figure 3: Purposes of using language games in teaching English

The result from question 3 confirms one more time that opinions among teachers are the same.
All of them also wanted to use language games for both learning and relaxing. None of them
wanted to use learning or entertaining purpose separately. This proves that all the teachers use
language games with a clear purpose. They wanted to create a comfortable learning
atmosphere for their students in which learning and relaxing are combined to reduce students’
stress. And none of them used language games as time-filling activities.
 Question 4: Which aspect of English do you use language games to teach most?

This question is designed to examine the purposes of teaching English through using language
games on teachers. The result we got as the following:
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PURPOSES %
Listening skills 11
Speaking skills 44
Reading skills 0
Writing skills 0
Integrated skills 55.5
Spelling 11
New grammar-structure 33
New vocabulary 22
Revising the previous lessons 22

Table 1: The use of language games in some aspects of English

From the table above, we can see that the choices for the question 4 are quite different among
teachers. The largest purpose in their using language games was for integrated skills, more
than 55% of teachers while about 44% of the teachers used them to teach speaking skills. The
other focus on using language games was to teach new grammar and structure, which held
appropriately 33%. Beside, teaching new vocabulary, listening skills and revising the previous
lesson through games seemed to be less than two mentioned purposes, only 22% and 11%.
Surprisingly, none of the teachers chose games for teaching reading and writing skills. Thus,
in compared with integrated and speaking skills, other aspects of English that teachers wanted
to teach together with the use of language games was not paid much attention. It may be
because of the aims of teaching English at universities are different from ones at Secondary
Schools. Most teachers try to encourage their students to use English in communication skills
more than simply doing exercises related to English grammar or structure.

3.2.1.3 The frequency of using language games in teaching speaking process

 Question 5: How often do you use language games?

Percentage of the frequently used language games

23%
sometimes

usually
44%
rarely

never

33%

Figure 4: The frequency of using language games

According to this pie chart, it can be seen that the frequency of using language games in
lessons varies from teacher to teacher. About 44% of teachers sometimes used games in their
teaching process while 33% of them usually carried out. Only 23% of the teachers rarely used
them. No one has ever used language games in lessons. So, we can come to a conclusion that
all of the teachers at College of Sciences have used language games in their lessons, however,
the amount of using them is not much.

3.2.1.4 The effectiveness of using language games in teaching speaking process

 Question 6: What do you think about the use of language games in teaching speaking
skills.
 xxxv

Teachers' Perception on the Effectiveness of Using Language

Games in teaching English
12% 22%

very effective

effective

ineffective

neutral

66%

Figure 5: Teachers’ perception on the effectiveness of using language games in teaching

English
For question 6, approximately 66% of teachers remarked games as an effective way to teach
speaking skills. In their viewpoints, games were funny and stimulating. Therefore, students
would be very interested in playing it. As a result shown in the pie chart above, more than a
half of teachers realized the efficiency of language games in their oral teaching process. 22%
of these teachers thought that language games were very effective and 12% left kept a neutral
idea for the effect of language games in teaching speaking skill. None of these teachers have
ever found language games ineffective towards speaking skill. It can be referred that the
effects of language games in teaching speaking English are quite clear. Creating a relaxing
atmosphere in class, promoting competition and cooperation among students and encouraging
the student-student communication are seen as vital and very important effects of language
games in the teaching English in general and teaching speaking in particular. In compared
with analysis of part 3.2.1.1, we realize that if they have a pack of games, they will use them;
however, the rate of 22% of neutral opinion implied that in case of question 14, using a pack
of games if they have did not mean being sure of the effectiveness of language games,
especially their effectiveness towards teaching speaking English.

3.2.1.5 The importance of using language games in teaching speaking process

 Question 7: How do you think of language games in the process of teaching speaking
skills?

Importance of using language games in teaching speaking

11%
very important

important

unimportant

neutral

89%

Figure 6: The importance of using language games in teaching speaking skills

According to the pie chart, most of the teachers were aware of the importance of using
language games in teaching speaking English at College of Sciences, Thai Nguyen University.
In fact, from the result, 89% of them agreed that language games play an important role in
their speaking lessons, whereas there was no choice for very important and unimportant ones.
Only 11% of them were not sure about whether language games were important or not. That
neutral opinion stated that they found language games in two sides.

3.2.1.6 The attitudes and feelings of students towards language games basing on the
teachers’ view.
 xxxvii

 Question 8: Do your students like playing language games?

Feeling %

Yes, very much 100

Yes, but not much 0

No, not at all 0

Table 2: The attitudes and feelings of students towards language games basing on teachers’
point of views
As can be seen from the table, all teachers realized clearly that their students liked language
games or not and liked at which level. They were all sure that their students liked playing
language games in lessons very much. This proves that the attitudes of students towards
language games are positive. The majority of students have a demand for using language
games in English lessons. And this is a reason why more than a half of teachers said language
games were effective and important in their teaching English process.

3.2.1.7 The difficulties in using language games in class.

 Question 9: What difficulties do you cope with when using language games in your class?
 Difficulties of using language games
too many students seize of class much noise mixed-ability of students

Figure 7: The difficulties in using language games in class

The aim of asking question 9 takes an important role in this study. Finding out carefully the
difficulties in using language games helps us to solve the problem partly. Clearly, based on
some suggested difficulties, the greatest obstacle to the success of using language games in
class was due to too many students, holding 67%. Three choices left took the equal percentage
of 11. No other different difficulties were added after finishing the teacher group survey. The
statics above reflect the reality that number of the first year-non English major students in the
same class is so great. This prevents teachers from using language games in class as well as
choosing suitable games for their students. Noise, seize of class and mixed-ability of students
are not too big difficulties.

3.2.1.8 The advantages of using language games in lessons

 Question 10: What are benefits of using language games in your lessons?
 xxxix

Figure 8: The advantages of using language games in lessons

Looking at the result of question 10, there is broad and almost absolute consensus among
teachers. 66% of teachers agreed that language games could create high motivation towards
learning English of students. 55% of them supported for the benefit of language games in
improving the ability of students in communication, especially speaking English. The
advantage of language games in promoting cooperation and competition among students held
44%. One additional opinion in this question supposed that studying and learning at the same
time help students learn English better. Certainly, the benefits of using language games in the
teaching process are undeniable. As Ormrod (2003) said that “motivation in education can
have several effects on how students learn and their behavior towards subject matter”. So, it
is easy to understand why many teachers support for the first choice.

3.2.1.9 The time when language games are used in class and how long it takes

 Question 11: When do you use language games in your class?

 Time %
at the beginning of the lesson 22
at the middle of the lesson 0
at the end of the lesson 0
whenever during the lesson 78

Table 3: Time when language games are used in class

The results of question 11 point out that number of teachers use language games at the
beginning of the lesson are not much, only 22%. These teachers want to use language games
as a good means of attracting students’ attention, known as warming-up activities. The
majority of them usually use language games whenever during the lesson, holding 78%. This
is because they do care much about the effect of using and the reality of class’s atmosphere,
not identify clearly the time of using games.
 Question 13: How long does it take you to apply language games in the class?

Amount of time of language games use

about 5 minutes about 10 minutes over 10 minutes
45%

33%

22%

Figure 9: Time spent in using language games

As we can see, an important problem that teachers had to take into consideration is amount of
time needed for each game. Usually, teachers spent about 10 minutes on the whole process of
gaming and the rate of percentage of teachers’ agreement was 45%, nearly a half of them. The
 xli

games which take longer to play (0ver 10 minutes) were rarely used by teachers and just 22%
have ever applied these ones whereas those who chose “short” games took only 5 minutes,
owning 33%. Hence, it can be summed up that the amount of time to apply language games of
teachers was different. Each type of chosen games in class did not depend on amount of stable
time towards all teachers.

3.2.1.10 The activities of teachers before introducing language games to students

 Question 12: What do you often do before introducing games to your students?

Activities %

explaining to the students how to play the games 0

organizing the class 0

preparing the games carefully 0

all of the above 100

Table 4: Some teachers’ activities before introducing language games

Looking at the table above, it is easy to realize that 100% of teachers usually do all of the
activities to get ready for running a game such as explaining to the students how to play the
games, organizing the class and preparing the games carefully. None of them do each work
separately. So, all the teachers know what to do before introducing language games in class.
For them, all activities suggested above play an equally important role in carrying out
language games in class. The activities before introducing language games are paid attention
carefully in order to help partly in the success of games in some next steps.

3.2.2 Data collection and analysis of the findings from student questionnaire survey.

3.2.2.1 Background of the students involved in the survey.

 Seniority in learning English of students
 Question 3: How many years do you experience learning English?

The target population of this survey caters among four main groups. The first group is students
who have been learning English for 1-3 years. Secondly, group of students has been learning
English for 4-6 years. Next, the third group contains students who have been learning English
for 7-9 years. And the last one consists of students who have been learning English 10-12
years.

Seniority in learning English

14% 11%

1-3 years

21% 4-6 years

7-9 years

10-12 years

54%

Figure 10: The English learning experience of students

As can be seen from the chart, the number of students who have been studying English for 7-9
years held the largest rate of 53%. Students having experience of 4-6 years of learning English
accounted for 22% of the students. The group taking up the smallest number was the one of
11% of the students who has experience of 1-3 years of learning English. The remaining group
reached 14% of students having been learning English for 10-12 years. So, in general, the
number of years of learning English of students at College of Sciences is quite fairly.
The ability of speaking English of students.
 xliii

 Question 4: Your speaking English is at which level?

The ability of speaking English

excellent good normal bad

Figure 11: Level of competence of students in speaking skills

From the viewpoint of students about their own abilities of speaking English according to the
chart above, we see that although on average they have been learning English for 4-9 years,
the number of students admitting their abilities at low level was the largest, with 40%. Less
than 1% was group of students at normal level while only 8% of students thought that they
spoke English quite well. At good level of speaking English, there were 13% of them. So, for
a long time of learning English, the first year-non English major students at College of
Sciences have seen not much improvement in speaking skills. This may be due to some
reasons such as new environment, new teachers and friends or new teaching method. To help
students learn speaking English better, it is extremely necessary for teachers to take into
consideration students’ abilities in order to find out suitable methods as well as other support.

3.2.2.2 The exposure of students towards language games

 Question 5: Do you know language games (which are used in teaching and learning
English through each lesson)?
 Choices YES NO

% 85.7% 14.3%

Table 5: The exposure of students towards language games

According to the table, identifying whether students know language games gets a clear result.
More than a half of students asked confirm that they knew language games accounting for
86.7%. In turn, 14.3 % of them did not know language games. Since then, although all
teachers usually do some works before introducing language games in class, some students do
not pay much attention to them. This is because they do not join in language games in the
class, they do not care about them. However, the majority of students knew language games,
which proves language games are not something so strange to students. In other words, until
now they become a popular means in the view of both teachers and students.
 Question 6: Have you ever participated in language games?

The question 6 is designed to know whether students have ever taken part in language games
or not.

Percentage of students who have ever played language

games

23%

Yes

No

77%
 xlv

Figure 12: Students’ experience in playing language games

As the result referred from the question 5, 77% of them said that they have ever played
language games. On the other hand, the rate of students who have never taken part in language
games accounts for 23%. This is one of the main reasons why some students do not know
language games. The results collected in the part of the exposure of students towards language
games play an increasingly important role in investigating some next questions.
3.2.2.3 The advantages of using language games on students

 Question 7: What can language games help you to do?

Choices %

Relaxing 7.1

Learning 8.6

Relaxing and learning 78.6

Nothing 5.7

Table 6: The purposes of language games from students’ point of views

From the table of question 7, the majority of students were aware of the value of language
games in their studying. In fact, 78.6% of them regarded the benefit of language games as the
combination of relaxing and learning. While 7.1 % of them thought that language games
helped them to relax only, there were 8.6 % of students supporting the second choice, learning
only. Negatively, there were still 5.7% of students who saw language games with no effect.
Anyway, the combination between learning and relaxing was the greatest advantage that
language games helped students to learn English better.
 Question 9: What benefit do you get from language games?

Figure 13: The expectation of students from language games

 Question 14: Which aspect of English do you feel that language games can support the
most useful?

Aspect of English Number of students Percentage

 xlvii

choosing
Listening skill 25/140 17.9 %
speaking skills 41/140 29.3 %
reading skills 7/140 5%
writing skills 5/140 3.6 %
integrated skills 40/140 28.6 %
spelling 5/40 3.6 %
new grammar-structure 1/140 0.7 %
new vocabulary items 6/140 4.3 %
revising the previous lessons 10/140 28.6 %

Table 7: Students’ opinions about the effective use of language games for English
subject
Basing on the result of question 7, it was not a surprising when 41.4 %, the highest rate of
students got a chance of obtaining knowledge with pleasure in the question 9. Besides, having
a chance to practice English more, especially speak English held 36.4% of students. 15.1% for
choosing to practice English in general, not any special skill. Other benefits accounted for the
rate less than two above, 4.3% for playing freely without learning and 2.8% for working in
pairs or groups.
In addition, question 14 is designed nearly the same question as we ask teacher group. We
want to find out whether there is any common point between which teachers like to teach most
and which students think the most helpful through using language games. And not much
surprisingly, the contrast between their opinions was not much because speaking and
integrated skills attracted attention of both teachers and students the most. The only thing that
while teachers liked teaching integrated skill more than speaking skill by using language
games, students chose the most helpful aim of language games at speaking skill more than
integrated skill. Anyway, thanks to the difference between them, we will have important
suggestion towards English teachers at College of Sciences.
3.2.2.4 The attitudes and feelings of students towards language games

 Question8: Do you like to play language games?

 Attitudes of students
yes, very much yes, but not much no. not at all

67%

29%

4%

Figure 14: Attitudes of students towards language games

 Question 10: How do you feel while playing language games?

 xlix

Feelings of students

very comfortable

comfortable

uncomfortble and
shy

Figure 15: Feelings of students towards language games

As can be seen from the chart of question 8 and the pie chart of question 10, there was a great
number of students who liked to play language games in class and feel comfortable. Actually,
67% of students said that they liked language games very much, 29% of them also liked, but
not much while all teachers thought that their students liked playing language games very
much. There was still 4% left supposing that language games had no attraction to them. To
some extent, it might be because that they found that playing language games made them
uncomfortable and shy, which accounted for 6%. In turn, 52% of students felt that playing
language games is very comfortable, and 42% for the last choice, comfortable.
 Question 12: What do you often do while playing language games?

Tasks %
discuss into groups or pairs to complete requirements of the 47.9
games
work with your friends and only answer questions of the games 29.9
when the teacher asks
talk about anything unrelated to the games with classmates 7.9
 do nothing and watch other players playing the games 14.3

Table 8: Students’ preferred activities on game-playing stage

Question 8 explores some activities that students during the games. As the result, nearly a
half of them 47.9% usually discuss into groups or pairs to complete requirements of the
games. Other activity that students did was to work with your friends and only answered
questions of the games when the teacher asked, taking 29.9%. Talking about anything
unrelated to the games with classmates and doing nothing and watching other players
playing the games also accounted for a small rate, 7.9% and 14.3%.
For three questions above, we can indicate that most students like to play language games
so much and they want to play actively and comfortably. However, during game-playing
process, some students do not like games and they take a passive part in playing language
games or do nothing.
 Question 13: Do you think that language games have been improving your using English?

English improvement of using languaguage games

yes, very much

yes, not much

no, nothing changes

Figure16: Students’ perception on the effectiveness of using language games in

teaching English
 li

 Question 17: In your opinion, should teachers use language games in teaching
activities?

The frequent use of language games %

Yes 61.4
No 12.9
Sometimes 25.7

Table 9: Students’ opinions about the frequency of language games used by teachers

According to the results of question 13 and 17 presented above, more than a half of students,
57% of them thought that language games helped them improve English very much and they
had a desire of being played language games usually, 61.4%. So, it cannot be denied that
language games are very effective and useful towards students’ learning. 44% of them thought
that games have been improved their English, but not much. Only 0.9% left found that their
English had nothing change through using language games. This was because they did not like
and take part in playing language games. What is more, those who wanted games to be used
sometimes were 25.7% while the last 12.9% did not want games at all.
 Question 18: “To learn English well, you need a communicative and practical environment
than just learning alone”?
 Students'opinions about learning english
environment

agree

disagree

Figure 17: Students’ opinions about learning English environment

 Question 19: You tend to be afraid of speaking English because:

Reasons %
you don’t have a good environment 12.9
you are not interested in speaking English 5
your expression is not good (although your vocabulary and 25.7
grammar are fair)
your knowledge is still limited 56.4

Table 10: Factors preventing students from speaking English

For question 18, the majority of students tended to need a communicative and practical
environment than just learning alone. It can be referred that language games will be a
suitable way to help their preference because only 14% of them, a small number, wanted
to have a quiet environment to learn.
 liii

Next, half of the students we have asked with the answer that their knowledge was still
limited, holding 56.4%. This is one of main reasons why they are afraid of speaking
English. Other choices were also important problems preventing them from speaking
English well. The information of question 19 has more practically meaningful to help
teachers find out what difficulties of students in learning speaking English are.
 Question 21: What kind of English lesson do you like most?

Kind of English lesson %

following the order in the textbook 4.3
having new words and structures 25
using a lot of visual aids 27.1
using language games 43.6

Table 11: Kind of lesson that students like best

In addition, from the result of question 20, we knew that lessons with the combination of using
language games was chosen by the first year-non English major students more than ones with
following the order in the textbook (4.3%) having new words and structures (25%) and using a
lot of visual aids (27.1%). This was seen as an important advantage to help us have a specific
suggestion in the next chapter.

 Question 22: The atmosphere of studying English in the class should be:
 The studying atmosphere in class

ebullient and
discussible

serious and silent

Figure 18: Students’ preference towards the studying atmosphere in class

As can be seen from the pie chart of question 22, more than 2/3 students equivalently to 91%
of them agreed that the atmosphere of studying English in class should be ebullient and
discussible. Only a small rate of 9% wanted to have serious and silent ones. So, in the process
of teaching, teachers should know this and create students a comfortable environment of
studying with more discussion or arguments in order to help them learn English better.
3.2.2.5 The time when language games can be played

 Question 11: When do you like to play language games in your class?

Time %
at the beginning of the lesson 4.3
in the middle of the lesson 41.4
at the end of the lesson 10.7
whenever during the lesson 43.6

Table 12: Time when students like playing language games

The question 11 is designed to know the time when students like to play language games most.
Similarly, all teachers wanted to use language games whenever during the lesson and the rate
 lv

of students wanting to play whenever during the lesson was the highest. 41.4% of them
wanted to play at the middle of the lesson. Perhaps, they wanted to have a little relaxation or
entertainment to get a better motivation to continue learning.
3.2.2.6 The information about how often teachers use visual aids

 Question 15: When introducing the games, does your teacher use visual materials? If yes,
how often?

Using visual aids

6% 13%

usually

sometimes
24%
rarely

never

57%

Figure 19: Using visual aids of teachers from students’ point of views
Finding out the teachers’ frequency in using visual aids in language games on students, we
saw that the use of visual aids in language games was at usual level basing on 13% of
students’ view whereas 24% of them supposed that teachers sometimes used visual aids. The
highest rate of students finding the use of visual aids of teachers rarely was 57%. The last was
6% for never use. The never or rare use visual aids of teachers reduced the effect of language
games and did not attract all students’ attention.
3.2.2.7 The number of using language games in class
 Question 16: What do you think about the number of language games used?

Figure 20: Students’ opinions about the number of games used in class
As the result shown, language games in class was used not much. The highest number of
students supposed that the use of language games was too few, accounting for 62.9%.
Only 22.1% of students thought that it was enough. And 15% of them saw that the use of
language games in class was a little much. So, a lot of students wanted their teachers to use
more language games in class to help them enable to get relaxing and learning,

3.2.2.8 The types of language games students like best

 Question 20: Which language games do you like best?

Some types of language games %

Listening to English songs 23.1
Speaking games 22
Writing games 11.4
Grammar games 19.3
Vocabulary games 10.7
Pronunciation games 13.5

Table 13: Some types of language games that students like best
According the tables of this question above, we can see that listening to English songs was
a type of language games that students liked best, accounting for 23.1%. Then, the second
favorite type of language games was speaking games, which held 22%, less than the first
 lvii

choice by 1.1%. The left students liked other types of language games but the rate of
disparity was not much. Only grammar games took a higher rate of 19.3%.

3.2.2.9 The opinions of students about what their teachers should do in class.

 Question 23: What should your teachers do in class?

The teachers’ work %

let students work in pairs or groups 26.4
ask students to sit seriously and do exercises orderly 5.7
let students talk in English 13.6
combine learning and playing English games for relaxing 54.3

Table 14: The opinions of students about what their teachers should do in class
As can be seen from the table 15, more than a half of the students wanted their teachers to
combine learning and playing English games for relaxing, held the highest rate of 54.3%.
26.4% of them, in turn liked to be worked in pairs or groups to do exercise in the course book.
Only 13.6% of students wanted to talk in English in class and the smallest rate of 5.7% of
them wanted their teachers to ask them to sit seriously and do exercises orderly.
3.2.2.10 The importance of using language games in learning speaking skills on
students.
 Question 24: The role of language games in promoting students’ process of learning
speaking English skills?
 The importance of language games on students

very
important

important

no role

Figure 21: Students’ attitude towards the roles of language games

An option of 54% of students pointed out that language games played an important role in
promoting their process of learning speaking English skills, according to the chart. 34% of
them realized that language games were very important. On the other hand, still 12% left saw
no role of language games in their learning speaking skills. In general, with the majority of
students finding language games important and very important towards their learning speaking
skills, all teachers at College of sciences should carry out language games in class as much as
possible to help them have a chance to practice more.
3.2.3 Analysis of the findings from class observation

3.2.3.1 Class observation reports

The aims of using the observation method are to examine and clarify practical advantages,
effectiveness of language games as well as their disadvantages in teaching and learning
speaking skills in some classes; to find out how teachers use language games on their teaching
speaking process; and to explore the attitudes of both teachers and students towards language
games as well as whether the teachers’ choices of language games are suitable.
 lix

As for subject of observation method, we decided to choose two different classes in the second
term of the first year, namely ENG132N32 and ENG132N25, at the College of Sciences. We
observed twice class ENG132N32 in two different speaking lessons and class ENG132N25
once. It should be remembered that the content of lessons for both classes are the same. In the
class ENG132N32, the first lesson was used language games but the second one was not. And
in the class ENG132N25, none of the lessons is used language games.
3.2.3.1.1 Class observation report 1
Class: ENG132N32
Lesson: Unit 9: Food and drink (New Headway - Elementary)
Skill: Speaking
a. Brief description of the class activities:

The lesson aimed at helping students practice speaking about the topic food and drink.
During this lesson, teacher used two games (“guessing food” and “Yuck”) to help students
develop their speaking abilities. Students worked in pairs, in groups and in teams to join
all speaking activities. Teacher played the role as the guider, the referee and the informant.
b. Strengths of the lesson:

Students joined all the activities actively and enthusiastically. They seemed to enjoy the
lesson. More importantly, all of the students were able to participate and had chances to
speak. Also, the teacher had a good variety of activities through suitable games and this
made the lessons run smoothly and there was no chance for the students to get distracted.
c. Weak points of the lesson:

There was rather large number of students in the class, therefore, noise made by students
while moving, discussing in all speaking activities couldn’t be avoided.
3.2.3.1.2 Class observation report 2
Class: ENG132N32
Lesson: Unit 10: Bigger and better (New Headway - Elementary)
 Skill: Speaking
a. Brief description of the class activities:

The lesson aimed at helping students practice speaking about life in the city and life in the
country by using comparative form of adjectives. To help students develop their speaking
abilities, the teacher guided students by giving some examples. Students discussed in pairs
and spoke individually in front of the class. Some of the students were called to answer
teacher’s questions. Teacher played the role as the guider, the controller and the
questioner.
b. Strengths of the lesson:

The first strength was the discipline. The students well-behaved and this made the lesson
run smoothly. Teacher used a variety of questions to force students speak. Nearly a half
of the students had chance to speak.

c. Weak points of the lesson:

Students participated in activities passively. Some shy students didn’t join all activities.
The class was a bit noisy because some students talked privately. The studying atmosphere
was rather boring. Many students got distracted.
3.2.3.1.3 Class observation report 3
Class: ENG132N25
Lesson: Unit 9: Food and drink (New Headway - Elementary)
Skill: Speaking
a. Brief description of the class activities:

The lesson aimed at helping students practice speaking about the topic food and drink. To
help students develop their speaking abilities, the teacher lets students work in pairs to
discuss and match the name of food with the correct pictures in course book. Students,
then, discussed in groups about their favorite food. Some students were called to make
presentation in front of the class.
 lxi

b. Strengths of the lesson:

The first strength was the discipline. The students well-behaved and this made the lesson
run smoothly. Teacher used a variety of questions to force students speak. Half of the
students had chance to speak.
c. Weak points of the lesson:

Students participated in activities passively. Some shy students didn’t join all activities.
The class was a bit noisy because some students talked privately. The studying atmosphere
was rather boring. Many students got distracted.
3.2.3.2 The results of observation
3.2.3.2.1 The first comparison between lessons in the same class.

The first comparison is made between two English speaking periods in the same class
(ENG132N32). Because the number of students in the class is crowded and the table
arrangement is inconvenient, it’s really hard for teacher to organize all speaking activities.
From the class observations, we find that in the first period of English speaking lesson
where teacher used language games, the atmosphere of class is very cheerful. In speaking
lesson of unit 9, the teacher used two types of language games. They are “guessing food”,
used as a warming-up activity and “Yuck”, used to help students describe which food or drink
they like or dislike as well as their feelings about food and drink.
That first game made them very curious and comfortable. Furthermore, it could help them to
know what their teacher would do next. Anyway, most of them said they liked it and wanted
that games to take longer.
During the second game, the teacher acted as informants, correctors, and referees for
both teams of the class. From the observation, most students had positive attitudes towards
speaking games of the teacher. Members of two teams participated in the games actively,
enthusiastically, and fully of joy. They were very comfortable and excited when discussing in
pairs, especially in groups, in team. Many students of each team finished the requirements of
the games successfully. Interestingly, most students seemed very confident in speaking
English. Partly, it was due to the interesting and familiar topic of unit 9. In general, the games
that the teachers used in the class ENG132N32 are really useful and successful. The feedback
of the teacher helps them find out their mistakes and know how to use correctly.
The second observation was still carried out in the class ENG132N32 with no use of
any language games for the speaking lesson of Unit 10. As can be seen in the observation
report 2, the studying atmosphere of this class was very quiet and a bit boring. Apart from few
students actively took part in the lessons, most of the students either said nothing or talked to
their classmates. Only when teachers asked them to speak, did they really speak reluctantly.
Only a few students have chances to speak during the lesson. For the teacher, she had to spend
much time speaking and lecturing. The student-student interaction and the student-teacher one
as well were very limited. It seemed quite different from the learning atmosphere that we
observed before. Moreover, because students were not interested in the lesson and due to some
other factors, the lesson of that day could not finish successfully as the teacher expected.
Many students did not speak English much by practicing using the comparatives. The lesson
made them feel tired, stressful and uncomfortably. Finally, with two observations in the same
class ENG132N32, we got the different findings. For the first lesson with the use of language
games, everything seems better than the second one with no use at all.
3.2.3.2.2 The second comparison between two different classes with the same lesson.

The second comparison is in turn made between two classes ENG132N25 and ENG132N32
with the same lesson, unit 9. And the result we got from class observation states that with the
same lesson and the same language items, but with the different teachers using different
methodologies, the effectiveness of teaching and learning is very different.
The result of the first observation that we carried out in the class ENG132N32 with the
use of language games are shown clearly in some previous paragraphs. Next, with the same
lesson, we observed in the class ENG132N25. The disparity of the number of students
between two classes is not much. When the lesson began for some minutes, we saw not much
interest from students in the class ENG132N25 in compared with in class ENG132N32. And
 lxiii

something in the class ENG132N25 was the same with the second observation in class
ENG132N32 such as the boring atmosphere, the low speed of lesson and so on. Students in
class ENG132N25 learned in a passive way. In fact, some students only spoke when the
teacher asked.
In class ENG132N32, students were very eager and talkative with the topic food and
drink. They created a bit noise but this, according to the teacher of the class, was unavoidable
because it was the result of students’ enthusiasm and excitement while they were playing
games. For class ENG132N25, the atmosphere was so silent. Sometimes, noise was made due
to students’ talking privately. So, with the same lesson, the result was so different between
ENG132N32 class with the use of language games and ENG132N25class without using.
Many students in ENG132N25 class could not remember the name of some familiar food
although the lesson passed a half.
To sum up, from class observation, we see that the advantages of language games
towards the students’ learning speaking English are clear. It helps teachers call the attention of
the student right from the time when language games are used. Moreover, it is seen as one of
the best methods to promote students in their learning speaking. They have more chances to
practice speaking English as well as to improve their abilities to communicate with friends and
teachers. They learn how to think in English and express it correctly and fluently. Language
games are a big motivation to help them to compete with each other and between teams and
cooperate as well. It helps them absorb knowledge better with getting much funny and
relaxing. This combination makes them feel very comfortable and take an active role in
learning speaking English. However, from class observation, we also find out some difficulties
when language games are carried out. Having too many students in the class is the biggest
problem, which leads to the appearance of much noise. In addition, the mix-up of students’
ability also creates difficulty to the result of using language games. These difficulties are
partly from the fact that this College has no special lab for foreign subjects and there are not
enough books of language games for teachers to study.
3.3 INTERPRETATION OF FINDINGS
Basing on all results we got, this part mainly focuses on interpretation from findings, stating
some advantages and obstacles of using language games towards the first year non-English
major students at College of Science, Thai Nguyen University.
3.3.1 Some advantages of findings on the use of language games.
The analysis of mentioned results helps us to have an overview on the practical use of
language games in learning English, especially speaking skills. In general, the use of language
games in teaching speaking skill now is very popular. Teachers at almost schools in our
country have ever used games in their teaching process. The only thing is that whether the use
of language games is enough and effective or not. And according to the rapid development of
science and technology today, students know many games but what about games for
language? The positive side of findings at College of Sciences will be a useful source for those
who are interested in.
There is a common point of view between language teachers and students at College of
Sciences on the importance of language games in the teaching and learning English. Most of
them appreciate the vital role of language games because of their effectiveness. The
combination of relaxing and learning is the biggest support to them. It must be admitted that
most teachers and students have a positive attitude towards language games. Many students
have a desire of playing language games more and more in class because they want to practice
English more under the teachers’ guidance together with getting fun. So, the purposes of using
language games of teacher are the same with students’ feeling.
In addition, most students take part in the lessons actively and try to achieve the goals of
games. As for them, language games are seen not only to get high motivation in learning and a
chance to work in groups, pairs but also to create competition and cooperation in student’s
learning. For the class used language games, the atmosphere is quite different from others.
They bring pleasure to learn and narrow the distance between students and teachers. Some
students want language games to be used at the beginning of the lesson as warming up
activity. Many others want them to be operated as drills to promote students’ interaction in the
 lxv

middle of lesson. And as most teachers’ attitude, a lot of students want language games to be
used whenever during the lessons.
Moreover, a great deal of students finds their improvement in learning speaking English
through playing language games. One more contribution is the use of visual aids on language
games, which really creates a high effectiveness. The majority of students say they need to
have a discussible environment. This is a good point for teachers to carry out language games
in class.
From the result of findings, we find that many advantages of language games are
confirmed and tested. It is also the result of using language games much from teachers.
3.3.2 Some obstacles and difficulties

Some obstacles and difficulties when using language games are shown clearly from the
findings. Although the first year non-English major students have experienced English for
many years, their English speaking ability on average is not good. Some reasons have also
been analyzed already. This causes a very first obstacle towards teachers in how to help them
improve their speaking English and how to satisfy students’ demand in practicing this skill. To
help students learn speaking English better, it is extremely necessary for teachers to take into
consideration students’ abilities in order to find out suitable methods as well as other support.
Next, some students even do not know language games as well as participate in
language games. And when games are being played, they do nothing or talk with other friends.
In addition, using language games in class consisting of too many students is one of the
highest challenges for teachers. It becomes more difficult to choose suitable games for them
and it is not easy to provide enough materials for a game used in class.
Also, using visual aids of teachers on language games is not usual. Some bad results
such as noise, little preparation make teachers use language games less than ever.
Last but not least, there is a mismatch between students and teachers on the use of
language games in the aspect of English. Teaching integrated skill with the use of language
games is preferred by most teachers while speaking skill, which students think the use of
language games will be more useful than others, is very important.
In brief, with some listed difficulties above will help us have specific and practical
suggestions in the next chapter.
 lxvii

CHAPTER FOUR
CONCLUSION AND RECOMMENDATIONS
We have stated out basic points relating to the current situation of using language games
towards teaching and learning speaking English at College of Science, Thai Nguyen
University as well as the desires of both teachers and students, and some other useful
information. The last chapter provides a conclusion for the study. Firstly, a brief overview and
summary of the main chapters are mentioned. Then, we would like to give some possible
suggestion on ways to use language games in the teaching and learning English speaking skill
better as well as how to restrict some existing difficulties.
4.1 Conclusion
This study has provided a brief overview of language games in teaching and learning English
in general and speaking skills in particular by stating their background, advantages, some
types of language games and summarizing the other relevant literature. In fact, there have been
many scholars writing about the topic but for English in general, only a little for speaking skill
and for this subject, it seems less than others.
In the process of studying the matter of using language games in the teaching and
learning speaking skill for the first year non-English major students at College of Science, we
also investigated and clarified the reality of the attitude of both teachers and towards language
games, their preference of using language games, some advantages, effectiveness of using
them and some obstacles as well. Then from presentation, analysis and interpretation of the
findings, we find out that all teachers of English at College of Science have positive points of
view towards language games. They try to use them effectively in teaching speaking in order
to help students improve their ability of speaking English, have a chance to work in pairs,
groups, promote competition and cooperation among them and get much fun together their
learning comfortably. However, they do not meet students’ demand at all. From the results of
class observation, it proves the reality of using language games brings about a lot of
advantages. It helps us to examine some chosen speaking games and clarify their real results.
It is generally accepted from most of teacher and student that language games in English are
distributed to all English aspects. Because teachers are deficient in skills and experiences of
using language games partly, some students in this school still do not have a general view of
language games or dislike language games.
Though there have been many books on language games so far, few of them
emphasize the language games for speaking skill towards non English major students. This
study discussed in detail the phenomenon with some statics collected. It is organized in a clear
way to help readers find it easy to get the general ideas about the reality of issues. In the study,
people can find many clear definitions of language games and constructive suggestions for
each type of language games. Necessary information for studying the topic is mentioned
carefully.
Below some recommendations on improving the quality and effectiveness of
teaching and learning speaking English through using language games are going to be
discussed in more details.
4.3 Recommendations
4.3.1 Some suggestions for language teachers at College Sciences.

It is no doubt that using language games plays an extremely important role in motivating
students to learn English, especially speaking skills. The findings help teachers have a more
truthful look at their students’ level of speaking English. We see that although the first year
non-major students spent many years learning English, their English communicative abilities,
are at low level. Thus, teachers should pay more attention to the reality of students’ level to
help them improve it by taking advantage of using language games.
Secondly, language games should be introduced frequently at College of Sciences but not
to an exceeding level. Teachers should apply them more in class to satisfy the students’ desire
to be participated in more often. However, they should not make them become a meaningless
habit such as playing Hangman every Monday. The elements of surprise and variety should be
carefully maintained and selected. As Clark, C. Abt. (1970) remarked in “Serious games” that
“the growing trend toward increased game use in the classroom is likely to continue into
 lxix

future as schools seek additional ways to make learning active, relevant, and exciting for
students and teachers and to lower the barriers which often make school “foreign” to young
students” (Clark, C. Abt. 1970:20).
More importantly, all language teachers at this College should be aware of their roles
when using language games in class to make sure that they do not interfere students’
performance too much or give their comments or feedback at unsuitable time.
Next, to overcome some difficulties like the limitation of time, preparation, noise,
mixed-ability of students and so on, teachers should spend more time choosing suitable time
and suitable games for their students and keep language games carefully for longer using.
Teachers should use visual aids to increase the success of the language games
In addition, when using games, teachers should observe his or her students, class’s
atmosphere and whether students are interested in or not in order to know the point of stop,
control the class better and limit some bad influences on the next-to class. It is advisable that
language games should be used in flexible way to gain the most benefit for their teaching
Moreover, the interaction between student-student and teacher-student need to be
improved. Most teachers at the College have ever been using language games for a clear aim
that is learning and relaxing. However, in the class when language games are used, teachers
should notice more the ways to make their students speak in English. They can ask them more
information after finishing games. Some comments, feedbacks of teachers are very necessary
to students. Try to note down students’ errors in speaking more than other aspects. Try to
stimulate them to have a desire of practicing speaking English more.
Last but not least, teachers of English at the College should notice the time of using
language games. The majority of teachers usually use them for about 10 minutes. There is a
variety of language games and this means that the time for using it should not be the same and
repeated all time. It is very necessary for them to decide that a language game should be used
as a warm-up activity at the beginning of a lesson, a drill in the middle or reinforcing part at
the end of lesson.
 In short, the problems and some suggestions we have pointed out above aimed for
effective speaking teaching. They are based on the findings that we have studied carefully in
the previous chapter. Learning activities of students are consequently selected according to
how well teachers engage their students in meaningful and authentic language use rather than
only mechanical practice of language patterns to achieve the accuracy in language forms.
Teachers should take notice of some suggestions above so that students’ continuing interest
and involvement in the language performance can be ensured. This demands teachers’ high
adaptability and flexibility of using language games in their teaching speaking English. So, the
teaching methodologies of teachers and learning methods of students and the goal still seems
to be far from their reach. They need to be narrowed through the helps of teachers partly. The
choice of using language games is a good idea for them to apply more often and effective.
In this section, we also would like to suggest some language games for teaching
speaking skills towards the first year non-major students according to their course book “New
headway”. It is listed in detail in the appendix IV.
4.3.2 Hints and suggestions for using language games on teaching speaking skills.

After studying the topic and basing on some findings, we suggest a five-step guide to help
teachers at College of Sciences in particular, and teachers at all schools study more detailed.
Students may wish to play games purely for fun. Teachers, however, need more convincing
reasons for the combination between learning and relaxing of language games. “Teachers
need to consider which games to use, when to use them, how to link them up with the syllabus,
textbook or program and how, more specifically, different games will benefit students in
different ways” (Khan, J.1996). The key to a successful language game is that the rules are
clear, the ultimate goal is well defined and the game must be fun.
The first task is to choose the suitable speaking games or activities. The use of any
language games given in the class must be matched to the levels of first year non-major
students, their knowledge and reaction as well. A game can be effective in this class but may
not in others. According to Carrier (1980) teachers should first consider the level of the game
to fit their students' language level. They should choose the game that fits the purposes of that
 lxxi

class or the content. Moreover, teachers should consider students' chracteristics: whether they
are old or young, serious-minded or light-hearted, and highly motivated to learn or not. They
should also consider when the game should be used because there is a big difference between
using the game in the morning or in the afternoon, on Monday or Friday. Therefore, it is
necessary for teachers to choose a suitable time for a language game. Well-chosen games are
invaluable as teachers give students a break and at the same time, it also allows students to
practise language skills. Whenever a game is to be conducted, the number of students,
proficiency level, cultural context, timing, learning topic, and the classroom settings are
factors that should be taken into account. It means that teachers’ choice depends on the
collection of language games and depends on the stages organized in their lessons. Getting to
know students’ enjoyment is as important as finding out what they are keen on. If the teachers
fail in this step, they will never find the right way leading to successful applications.
Secondly, organizing the class is also a hard work. Diving the class into pairs or
groups depend on the requirements of each language games and asks them to move round
when forming groups. Especially, it is very important not to play a game for too long. Students
will begin to lose interest. It is best to stop a game at its peak.
Thirdly, giving instructions clearly and make sure that all the students understand the
rules of games. The very important point to be avoided is giving such difficult and abstract
instructions that hardly do all students understand what they have heard. When giving
instructions to beginners, a few words in the mother tongue would be the quickest way to
make everything clear. More English exposure is needed at a later stage. Games are best set up
by demonstration rather than by lengthy explanation.
Next, during the game-playing stage, go from group to group checking if all students
know what to do basing on the instruction given. Then go again and encourage students in
their work and if necessary, teacher can give some suggestions to any groups that work least
effectively.
Finally, when the time is going to be over, remind students to finish the task quickly. It
is better to announce in a loud voice. As can be seen, generally, it is not difficult to apply a
language games in teaching English, especially speaking skill. However, it is not easy to
succeed in using language games for the first year-non English major students at College as
we have ever expected.
Some suggested steps above will help teachers find a good way leading to the success
of using language games in their teaching speaking skill for their students. Skillful language
teachers, who always seeks for methods of creating enjoyable lessons, will find it easy and
more interesting to compile a lesson plan in which language games and activities play an
important role in stimulating students to improve their speaking skill’s ability. They also help
students feel lessons at ease to study.

4.3.3 Some suggestions in using visual aids effectively

Using visual aids for language games are also taking a necessary role in applying language
games successfully. From the findings, we know that not many teachers used visual aids with
language games. We suggest some familiar kinds of visual aids to help them in general and
others who are interested in to run language games more smoothly and attractively. Certainly,
there are many kinds of materials used in language games. In this part, we only want to focus
on some kinds that are very simple, available and relevant to speaking games for students.
Firstly, a blackboard is the most simple and useful kind of visual aids. Many teachers
find it easy to take advantage of. It can be used as a way to ensure that teacher’s instructions
are clearer. The whole class can see suggested words or signals or use it to draw table in
“information-gap” or “describe and draw” games for example. All things written on the
blackboard can be erased, added or substituted quickly and easily. And it is said that
blackboard is not only a simple and convenient visual aid but an economical one.
Secondly, authentic printed materials seem to be very effective visual aids because it helps
teachers save much time in class. They include anything written and printed in English or
technical instructions for equipment, handouts, posters and so on. But it should be noticed that
nowadays many students are often curiously motivated by the printed materials with vivid and
 lxxiii

colorful pictures. Thus, to attract students’ attention, it will be more useful if teachers have
original copies of authentic printed materials.
In addition, other visual aid is known as flash cards. They are simply cards with some
pictures or words that can help teachers partly in using language games. Flash cards are also
easy and inexpensive to prepare. Teachers, themselves can draw or design anything that
related the game they choose to operate in class. Moreover, teachers also can choose real
objects as visual aids in class. This advantage of this visual aid is that teachers have no need to
prepare because they are anything in class that students can see or they also can be something
that teachers have to bring easily in class.
There are many different visual aids that can be found available in life and other sources.
Some suggested visual aids we mentioned here are very helpful in accordance with using
language games in their teaching. However, it is not enough and need to be supplied more in
further study.
In conclusion, the problems and technique that we stated in this study are aimed for
helping the use of language games in teaching and learning speaking English better for non
English major students in Universities and College. The author hope that this one can be of
some value for teachers in general and language teachers at College of Sciences.

REFERENCES

1. Liz & John Soars. “New Headway English course”. Oxford University Press
2. Jasone Cenoz and Fred Genesee (1998). “Beyond Bilingualism: Multilingualism and
Multilingual Education” (Multilingual Matters). Multilingual Matters Ltd (November
1998), Publisher.
3. Richard and Marjorie Baudains (1990). “ALTERNATIVES”. Pilgrims-Longman, 1990.
4. Gibbs, G. I. (1974) Handbook of games and simulation exercises London: E. & F. N. Spon
Ltd.
5. Hadfield, J. (1990). A Collection of Games and Activities for Low to Mid-Intermediate
students of English. “Intermediate Communication Games”. Hong Kong: Thomus and
Nelson and Nelson and Sons Ltd.
6. Rixon, S. (1981). “How to use games in language teaching”. London: Modern English
Publications.
7. Lewis, G., & Bedson, G. (1999). “Games for children”. Oxford: Oxford University Press.
8. Greenall, S. (1984). “Language games and activities”. Great Britain: Hulton Educational
Publications Ltd.
9. Hansen, M. (1994). Grajmy w jezyku francuskim. Jezyki Obce w Szkole. March-April, pp.
118-121
10. Jeremy Harmer (1991). (eds). The practice of English Language Teaching. London:
longman
11. Ormrod (2003) (from http://teachers.greenville.k12.sc.us/sites/yandrews/Pages
/Factors Contributing to Learning.aspx)
12. Andrew Wright, David Betteridge and Michael Buckby (1984). (2nd. Ed). “Games for
Language Learning”. Cambridge University Press, 1984.
13. Aydan Ersoz (2000). “Six Games for the EFL/ESL Classroom”. (The Internet TESL
Journal, Vol. VI, No. 6, June 2000). (http://iteslj.org/Lessons/Ersoz Games.html).
14. Avedon, M.E. and B.S.Brian. 1971. Learning Through Games. “The Study of Games”.
New York: John Wiley & Sons, Inc: pp 315-321.
15. Lee Su Kim. “Creative Games for the Language”. Class Forum Vol. 33 No 1, January -
March 1995, Page 35. (http://www.teflgames.com/why.html).
 lxxv

16. Lee, W. R. (1979). “Language teaching games and contests”. Oxford: Oxford University
Press.
17. Carrier, M. (1980). “Games and Activities for the Language Teachers”. Thomas Nelson
and Sons Ltd.
18. Guthrie, J.T., & Wigfield, A. (2000). Engagement and motivation in reading. In M.L.
Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), “Handbook of reading research:
Volume III” (pp. 403-422). New York: Erlbaum.
19. Burns, R. B. (1999). “Quantitative and Qualitative Collaborative Action Research for
English language teachers”. Cambridge: Cambridge University Press.
20. Verma, G. K. & Mallick, K. (1999). “Researching Education: Perspectives and
Techniques”. Falmer Press.
21. Brown, J. D. (2001). “Using Surveys in Language Programs”. Cambridge, UK:
Cambridge University Press.
22. Clark, C. Abt. (1970). “Serious Games”. New York: Viking Press.

Appendix I

QUESTIONNAIRE FOR TEACHERS

This survey questionnaire is designed for my study on “using language games in English
speaking skills for the first year non-major students at Thai Nguyen University, College of
Sciences”. Your assistance in fulfilling the following items is greatly appreciated and
important. You can be confident that you will not be identified in any discussion of the data.
Please circle or answer where appropriate.
1. Have you ever used language games in your teaching process?
a, yes b, no
2. Do you like teaching speaking skills through games?
a, yes b, no
3. What are the purposes of using language games in your teaching process?
a, relaxing c, relaxing and learning
b, learning d, time filling in
4. Which aspect of English do you use language games to teach most?
a, listening skills f, spelling
b, speaking skills g, new grammar-structure
c, reading skills h, new vocabulary items
d, writing skills i, revising the previous lessons
e, integrated skills j, pronunciation
5. How often do you use language games?
a, usually b, sometimes c, rarely d, never
6. What do you think about the use of language games in teaching speaking skills?

a, very effective b, effective c, ineffective d, neutral

7. How do you think of language games in the process of teaching speaking skills?

a, very important b, important c, unimportant d, neutral

8. Do your students like playing language games?
a, yes, very much b, yes, but not much c, no, not at all
9. What difficulties do you cope with when using language games in your class?
 lxxvii

a, too many students b, seize of class c, much noise

d, mixed-ability of students e, others (please write down...)

10. What are benefits of using language games in your lessons?
a, creating high motivation towards learning English of students.
b, promoting the co-operation and competition among students
c, improving the ability of students in communication, especially speaking skills
d, others (please write down…..)
11. When do you use language games in your class?
a, at the beginning of the lesson b, at the middle of the lesson
c, at the end of the lesson d, whenever during the lesson
12. What do you often do before introducing games to your students?
a, explaining to the students how to play the games b, organizing the class
c, preparing the games carefully d, all of the above
13. How long does it take you to apply language games in the class?
a, about 5 minutes b, about 10 minutes c, over 10 minutes
14. If you have a pack of games, will you use it in your class?
a, yes b, no
15. If your answer is “no” for the question number 14, why?
a, it takes a lot of time to play b, you have to prepare the game carefully
c, you are afraid of being blamed lazy d, the game makes the class too noisy.

Thank you for your cooperation!!!

Appendix II
QUESTIONNAIRE FOR THE FIRST YEAR-NON ENGLISH
MAJOR STUDENTS
1. You are………… a, male b, female
2. You are at the age of……
a, 18-19 b, 20-21 c, 22-23 d, other (write down………….)

3. How many years do you experienced English?

a, 1-3 years b, 4-6 years c, 7-9 years d, 10-12 years
4. Your speaking English is at which level?
a, excellent b, good c, normal d, low

5. Do you know language games (which are used in teaching and learning English through
each lesson) ? a, yes. b, no.
6. Have you ever participated in English language games?
a, yes. b, no.
7. What can language games help you to do?
a, relaxing b, learning c, both relaxing and learning d, nothing
8. Do you like to play language games?
a, yes, very much b, yes, but not much c, no, not at all
9. What benefit do you get from language games?
a, chance to work in pairs or in groups.
b, chance to obtain knowledge with pleasure.
c, chance to practice English more.
d, chance to practice English more, especially speaking skills.
e, chance to play freely without learning.
f, others (please write down…)

10. How do you feel while playing language games?

a, very comfortable b, comfortable

c, uncomfortable and shy d, others (please write down…)

 lxxix

11. When do you like to play language games in your class?

a, at the beginning of the lesson b, in the middle of the lesson.

c, at the end of the lesson d, whenever during the lesson.

12. What do you often do while playing language games?
a, discuss into groups or pairs to complete requirements of the games.
b, work with your friends and only answer questions of the games when the teacher asks.
c, talk about anything unrelated to the games with classmates.
d, do nothing and watch other players playing the games.
e, others (please write down…)
13. Do you think that language games have been improving your using English?
a, yes, very much b, yes, not much c, no, nothing changes.

14. Which aspect of English do you feel that language games can support the most useful?

a, listening skills f, spelling

b, speaking skills g, new grammar-structure
c, reading skills h, new vocabulary items
d, writing skills j, revising the previous lessons
e, integrated skills
15. When introducing the games, does your teacher use visual materials? If yes, how often?
a, yes, usually b, yes, but sometimes bb c, yes, but rarely d, never

16. What do you think about the number of language games used in your class?

a, many b, enough c, too few d, others (write down)

17. In your opinion, should teachers use language games in teaching activities?

a, yes b, no c, sometimes

18. “To learn English well, you need a communicative and practical environment than just
learning alone”? a, agree b, disagree
19. You tend to be afraid of speaking English because:
a, you don’t have a good environment.

b, you are not interested in speaking English.

c, your expression is not good (although your vocabulary and grammar are fair)

d, your knowledge is still limited.

20. Which language games do you like best? (choose three)

a, listening to English songs d, grammar

b, speaking e, vocabulary

c, writing f, pronunciation

21. What kind of English lesson do you like most?

a, following the order in the textbook
b, having new words and structures
c, using a lot of visual aids
d, using language games

22. The atmosphere of studying English in the class should be:

a, ebullient and discussible b, serious and silent
23. What should your teacher do?
a, let students work in pairs or groups
b, ask students to sit seriously and do exercise orderly
c, let students talk in English
d, combine learning and playing English games for relaxing

24. The role of language games in promoting students’ process of learning speaking English
skills?
a, very important b, important c, no role d , other ideas
 lxxxi

Thank you for your cooperation!!!

Appendix III

CÂU HỎI ĐIỀU TRA

Để giúp chúng tôi có đầy đủ tài liệu sinh động và xác thực cho việc làm nghiên cứu khoa học,
chúng tôi rất mong nhận được sự giúp đỡ của các bạn thông qua việc khoanh tròn các thông
tin mà theo bạn đó là phù hợp nhất:
1. Bạn là.............................? a, Nam b, Nữ

2. Bạn thuộc độ tuổi nào?

a, 18-19 b, 20-21 c, 22-23 d, ý kiến khác…………

3. Bạn đã có bao nhiêu năm kinh nghiệm học Tiếng Anh?

a, 12 năm b, 7 năm c, 3 năm d, ý kiến khác………….

4. Bạn nói Tiếng Anh thế nào?

a, thành thạo b, khá c, trung bình d, yếu

5. Bạn có biết trò chơi ngôn ngữ (language games) là gì không? (Đó là các trò chơi được sử
dụng trong việc dạy và học Tiếng Anh qua các bài học).

a, Có b, Không

6. Bạn đã từng tham gia các trò chơi Tiếng Anh nào chưa?

a, Có b, Không

7. Theo ban, sử dụng trò chơi trong quá trình dạy và học nói Tiếng Anh giúp bạn:

a, thư giãn, giải trí b, học c, học và giải trí d, chẳng gì cả.

8. Bạn có thích chơi trò chơi Tiếng Anh không?

a, có, rất nhiều b, có, nhưng không nhiều c, không

9. Những lợi ích nào mà bạn có thể đạt được từ trò chơi Tiếng Anh?
 a, cơ hội để làm việc theo cặp hoặc theo nhóm.
b, cơ hội để thu nhận kiến thức cùng với giải trí.
c, cơ hội để thực hành Tiếng Anh nhiều hơn.
d, cơ hội để thực hành Tiếng Anh nhiều hơn, đặc biệt là kỹ năng nói.
e, cơ hội để có thể chơi tự do mà không phải học.
f, ý kiến khác………………………………………………………………..

10. Bạn cảm thấy như thế nào khi chơi trò chơi Tiếng Anh?

a, rất thoải mái b, thoải mái

c, không thoải mái và xấu hổ d, ý kiến khác……………………………

11. Theo ban, khi nào bạn thích chơi trò chơi Tiếng Anh trong lớp?

a, lúc bắt đầu bài học b, giữa bài học

c, cuối bài học d, bất cứ khi nào trong suốt bài học.

12. Bạn thường làm gì trong khi chơi trò chơi Tiếng Anh?

a, thảo luận theo nhóm hoặc theo cặp để hoàn thành những yêu cầu của trò chơi.
b, làm việc với bạn của mình và chỉ trả lời câu hỏi khi giáo viên hỏi.
c, nói chuyện với bạn cùng lớp về mọi thứ nhưng không liên quan gì tới trò chơi.
d, chẳng làm gì và nhìn các bạn khác chơi.
e, ý kiến khác………………………………………………………………………

13. Theo bạn, trò chơi ngôn ngữ có giúp bạn cải thiện Tiếng Anh không?

a, có, rất nhiều b, có, nhưng không nhiều c, không, chẳng thay đổi gì.

14. Bạn cảm thấy trò chơi ngôn ngữ có thể hỗ trợ mặt nào hiệu quả nhất?

a, kỹ năng nghe f, cách viết từ

b, kỹ năng nói g, cấu trúc ngữ pháp mới
c, kỹ năng đọc h, từ vựng mới
d, kỹ năng viết j, ôn bài cũ
e, phối hợp các kỹ năng

15. Khi giới thiệu trò chơi, giáo viên của bạn có thường sử dụng các hỗ trợ khác (hình ảnh,
tranh, bảng….) không? Nếu có, việc sử dụng có thường xuyên không?

a, có, thường xuyên c, có, nhưng rất hiếm khi

 lxxxiii

b, có, nhưng thỉnh thoảng d, không bao giờ

16. Theo bạn, số lượng trò chơi ngôn ngữ được sử dụng trong lớp như thế là

a, nhiều b, đủ c, quá ít d, ý kiến khác……………

17. Theo bạn, giáo viên có nên thường xuyên sử dụng trò chơi Tiếng Anh trong giờ học
không?

a, có b, không c, thỉnh thoảng

18. Để học Tiếng Anh tốt, bạn cần một môi trường giao tiếp và thực hành hơn là ngồi một
mình.

a, tán thành b, không tán thành

19. Bạn ngại nói Tiếng Anh vì

a, bạn không có môi trường phù hợp

b, không có hứng thú

c, khả năng diễn đạt chưa tốt (dù vốn từ vựng và ngữ pháp tương đối)

d, vốn kiến thức còn hạn chế

20. Loại trò chơi Tiếng Anh nào bạn thích nhất (chọn 3)?

a, nghe bài hát Tiếng Anh d, ngữ pháp

b, nói e, từ vựng
c, viết f, ngữ âm

21. Bạn có hứng thú tiếp thu những loại bài giảng Tiếng Anh nào nhất?

a, theo đúng thứ tự sắp xếp trong giáo trình

b, có nhiều kiến thức mới lạ về ngữ pháp và từ vựng
c, có nhiều hình ảnh minh họa
d, có kèm các trò chơi ngôn ngữ

22. Không khí học tập Tiếng Anh trong lớp nên

a, sôi nổi, thảo luận b, nghiêm túc, trật tự

23. Giáo viên của bạn nên làm gì trên lớp?

a, cho sinh viên luyện tập thành từng cặp hoặc theo nhóm
b, bắt sinh viên ngồi trật tự và làm bài
c, cho phép sinh viên nói chuyện nhưng phải sử dụng Tiếng Anh
d, giúp sinh viên vừa học vừa thư giãn thong qua các trò chơi Tiếng Anh.

24. Theo bạn, vai trò của trò chơi ngôn ngữ trong quá trình hỗ trợ học nói Tiếng Anh thế nào?

a, rất quan trọng b, quan trọng c, không có vai trò gì d, ý kiến khác……….

Cảm ơn sự hợp tác của các bạn!

lxxxv