QUÀN TRỊ-QUẢN LÝ
THE APPLICATION OF DIGITAL
GAMES ON VOCABULARY LEARNING OF NON-ENGLISH MAJORS STUDENTS
AND THEIR LEARNING ATTITUDES
• DO THI HUYEN - vo THI DUYEN ANH
ABSTRACT:
The rapid developmentof informationtechnology has providednumerous supports for English languageteaching.Integrating information technology into teaching activities hasbecomea trend and arequkementforpractitioners in an attemptto facilitate learnersto achieve thebest outcome in thenewera.Recently,the use of digital game-based activitiesfor teaching andlearning foreign languages has erne -ged and brought undeniably impressive benefits. This quasi-experimental research examines thesignificant impactsofdigital games on the vocabulary learning process of non-English major s udents atVan Lang University. The mixed researchmethodwas employed in this research and thequalitative datasets werecollected via Pre-tests, Post-tests andquestionnaire.
Meanwhile, the quí ntitative data sets were collected via open-ended questions. This researchs findings indicate that digital games help students learn vocabulary effectively. In addition, the researched students show positive attitudes towards the application of digitalgamesin language learning.
Keywords:Digitalgames,vocabulary learning,learners attitudes.
1, Introduction
Learning vocabularyis a pivotalpart of learning a foreignlanguageas the meaning of new words is often emphasized. Underlining the importance of vocabulary acquisition, Schmitt (2000, p.55) stated that “lexical knowledge is central to communicative competence andtothe acquisition of a second language”. Paul Nation notes:
“Vocabulary is not an end in itself. A rich vocabulary makes the skills of listening, speaking, reading, and writing easier to perform.” Limited vocabulary in the Second language blocks successful communication. Ibharim, Yatim, &
Masran (2015) emphasized that students English
skill is depending on the total number of wordsthey know. Students with limitedvocabulary are usually at higher risk offacing low achievement in school.
Fornumerous educators, the ultimate goal of the English vocabulary teaching method is to help students learn the meaning of various words, so they can communicate effectively and write in English with confidence and creativity (Baumann, Kameenui & Ash, 2003).
Regarding English language education in Vietnam, vocabulary learning is still considered as boring incountlessEnglish institutions asthey have to memorize unfamiliar words and spelling (Nguyen&Khuat,2003) and are typicallyaskedto
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complete lots of exercises. Learners find it hard to engage in such rote learning of vocabulary activities. However, various changes have emerged in the methods of teaching a second language over the past few years dueto the growth of digital era. These changes happened to create fun and engaging learning environment to EFL learners(Ibharim et al., 2015).In line withthe aim to amplify students vocabulary usage in real contexts of communication efficiently, this current researchis utterly significant to English vocabulary teaching because without sufficient lexical knowledge, students are unable to understand others,to express their own ideas straightforwardly and to adapt to the growing pace of technology or meet the demand of competitive labor market. It definitely leads to the barrier of successful languagecommunicationandcareer ladder.
At VanLanguniversity, it is said that a number of students do not participate actively in the vocabulary practice lessons. Recently, numerous English teachers have promoted digital games in learning and teaching process in an attempt to engage their students. Hence, this research was carriedout to find outtheimpacts of digital games on vocabulary learning of Intermediate level students at Van Lang University for non-English majors and to respond totheresearchquestions:
1. Doesusing digital gameshave any significant effect on Intermediate EFL learners vocabulary achievement?
2. What are thestudents attitudes towardsusing digitalgamesin teaching vocabulary?
3. What are the students difficulties and their suggestions to improve digital games using in teaching vocabulary
2. LiteratureReview
2.1. Theoretical frameworks towards digital games
Cognitive constructivism is a learning theory that game-basedlearning could be compatible (Orr
& McGuinness, 2014). This learning theory builds on the theories of Piaget and Bruner, hence; an important consideration in a digital game-based classroom would be that game selectionneeds to fit the age and appropriate level of intellectual development of students (St-Pierre, 2011).
Cognitivists consider learning not to be simply stimulation and reinforcement, but to involve thinking (Moore & Fitz 1993). In the cognitive
paradigm, the mind is essentiallya black boxthat should beopened and understood. The learner is viewed as an information processor (Learning Theories Knowledge-base 2008). The learner is viewed as an information constructor: individuals actively construct or create their own subjective representations of objective reality (Bednaret al.
1995). New information is linked to prior knowledge; thus, mental representations are subjective (Resnick 1987;Brown et al. 1989).
With regards to the game play aspect, cognitivism also emphasizes the context- dependent nature of knowledge where learning is promoted throughscaffoldingfor completing tasks.
In addition, player orlearner controlisan essential component of all games, players could play the game at their own pace or based on their mood.
From the perspective of playing games, constructivismseeslearning as a socialprocess and is not limitedto individuals. Like sim School (Zibit
& Gibson 2005). a player enters the simulated classroom with a limited understandingofteaching practice; through the repeated cycles of decision
making, experimentation and reconstruction, players build expertise by developing new strategies and thinking like a teacher. It is a learning process that takes place through interactions with differenttypes ofstudents.
2.2. Digital games in English vocabulary learning and teaching
Digital game-based learning has shifted focus from learning with lectures and written tasks to learning with games and it has become an indispensable part of modern education. Several new strategies havebeen proposed through digital games(Ibharim et al., 2015)which allow learners to be actively involvedin classroomactivities.
As for learners, Yipand Kwan (2006) claimed that online games are an effective vocabulary learning tool to both learnersand teachers. It is an educational aid in comparison with traditional lessons. It helps increase students interests and ensure learning efficiency.Subsequentto learning and rehearsing new vocabulary through games, learners have the chance to utilize language in a non- stressful manner (Uberman. 1998). They enhance learners communicative abilities as well ashave anopportunity to utilize the target language (Sorayaie- Azar, 2012),
As for teachers, digital gaming technology
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provides the option to measure students progress overextended periods of time due to the prolonged interaction and play with games. Therefore, digital games-based learning has been used to increase student retention, build teamwork skills, and communication (Bodnar, Anastasio, Enszer, &
Burkey, 2016). Zeiger, (2017) stated that online games often provide unique examples and contexts in which students can practice their skills. Hence, online games make it easier for teachers to differentiate their instruction to cater to students needs. In addition to catering to different learning styles, online games often adapt to individual learners. Also, teachers can use games to help students keep their skills sharp during the school year or provide a more focused review at the beginning or end of the school year or before an important test. At the end of the day, the biggest benefit of digital games is that they are entertaining.
2.3. Previous studies
Digital game-based learning approach has greatly influencedthe fieldoflanguageeducation, especially from 2006 onwards (Reinders, 2012). As digital games indicate a promising approach in terms ofembodying language learning in situated meaning, language educators are increasingly using digital games tofacilitate language learning.
Researchers have also shown that using digital games for language learning has many potentials.
Letchumananet al.(2015)have investigated the effects of different computer-based game techniques with paper- based games towards the achievementof Englishvocabulary.Theresults of the study showedsignificant improvement in both methods of game. Nonetheless, students who were given digital gametreatimentachieved higher mean score. Therefore, their study proves that digital games are more likely to influence students' vocabulary compared, to paper-based games.
Another study from Yipand Kwan (2006) reported that students who used digital games are more likely to succeed in learning new vocabulary compared to students who learn the same set of words through conventionalapproaches.
Riahipour and Saba(2012) conducted the paper that representedafew examples from the literature concerned with the use of vocabulary games in learning the targetwords.Both authors mentioned that traditional activities such as memorization of
long vocabulary lists, derivations, repetition of words, ưanslation, fill-in-the-blank exercises are boring for students.
Similarly. Efendi, 2013 conducted a study onthe use of games to improvevocabulary mastery. The aim of his research was to improve vocabulary mastery of theseventh-grade students.His research was a kind ofclassroom action research (CAR) in which theresearcher acts as the teacher who leads teaching activity. In order to collect data, he used observation checklist, field note and a test. The participants of his study were29students of seventh grade students. His study consists of four major steps: planning, implementing, observing, and reflecting.The findings of the study showedthat the use of online games can improve students vocabulary mastery achievement.
3. Research Methodology 3.Ỉ. Research design
The study employed mixed methods by gathering students scores via pre-testand post-test and a collection of data through a questionnaire with Likert scale itemsand open-ended questions.
The compiled data then were analyzed with the support of the SPSS tool to run Independent samples t-test. Paired samples t-test. Mean and Standard deviation.
3.2. Researchsetting
The research was conducted in Van Lang University (VLƯ), which was a private University in Ho Chi Minh City, Vietnam. The number of students is 17.000 including around full-time 7000 students every intake.
According to the English training program of Van Lang University, there are four English courses namely English 1.English 2. English 3 and English 4whichareequivalent to Al (b).A2 (a), A2 (b) and Bl. In general, after the students finish these four semesters of English, as a regulation of the university exit standards, the students are required toachieveB1 level in accordance with the Common European Framework for Reference (CEFR).
3.3. Participants
Participants in this study were from twoclasses, namely K24-CS3-A20 and K24-CS3-A19. These two classes were chosen as experimental group (EG) and controlgroup (CG) respectively from the researchers classesas those whoarein “A” classes were at the same level according to their latest
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achievement test. There were 42 students each group. However, the participants werefinalizedas 32 students in theCG and 34 students in EG due to theirfull participation in the pre-testand post-test.
The students were about 20 years old and were studying General English at intermediate level in the second semester of their second year at Van Lang University.
3.4. Researchinstruments
To collect necessary data in this study, two instruments including pre-post tests and questionnaire were employed. Participants in EG and CG were given a pre-test to ensure homogeneity before thetreatment, and a post-test to measure the effects of treatment. The questionnaire was administered to the EG at the end of the course to investigate the students learning attitudes towards the usingofgamification in vocabulary lessons.
The pretest was extracted from Vocabulary Size Test (Nation & Belgar, 2007). According to Nguyen & Nation (2011),vocabulary size tests are especially useful for experimental research. The Pretest consists of 70 items from 140 of the full test since Nation (2010) revealed that 70 items would serve the same reliability tomeasure the test takers level. The posttestwasthe other half ofVocabulary Size Test,which means that itconsists of70items.
Along with the pretestand post-test, the study also employed a questionnaire to (see Appendix B), which consists of9 Likert Scale items ranging fromstrongly disagree (1) to strongly agree (5) and open-ended questions written in both English and Vietnameseto avoid misunderstanding.
3.5. ResearchProcedure
The research was conducted in 12 weeks beginning from 18 Februaryto 16 May, 2020 with 6 Units. It is notable that there is a 3-hour class meeting each week. According to the syllabus, each unit lasted 2weeks.
Before the treatment, the two groups were selected from the researchers A classes. Aclasses
were at the same level according to the achievement test. Before the experiment, the participants were giventhe pre-test which lasted 60 minutes. To ensure the homogeneity before the treatment,class K24-CS3-A20andclassK24-CS3- A19 were selected in according to alpha statisticsat 0.85. The first class was assigned as the Control Group (CG) and the latter was chosen as the Experimental Group (EG). Both the two groups studied onlinevia MS Teamsdue to the Covid-19 pandemic. In the next 12 weeks, the CG group experienced doing the practice tests in the word file. Whereas, the EG reinforced the vocabulary with digitals games including Quizizz. Kahoot.The games featured mainly multiple-choice tasks.
At the end of theexperiment, the post-test was administered to the two groups. Thequestionnaire was carried out EG. Students were informed that their participation was voluntary and totally unrelated to their grades. The survey was anonymous without theparticipants names.
4. Results and discussion
Vocabulary status ofthe tw'o groups before the treatment
As shown in Table 1.1, the mean score gained by the EGgroupisslightlyhigher than the CG (5,26 vs 4,88). However, lookingat the statistics number p (sig 2-tailed = .343 >5%), it revealed that there is no significantly statistical difference between the scores gained by thetwogroupsin the vocabulary test before the treatment. This indicates that the students vocabulary' status beforethe treatment is equal, in other words, it certifies the null hypothesis. Therefore, the research is entitled tobe carried out.
Research Question I: Does using digitalgames have any significant effect on Intermediate EFL learnersvocabularyachievement?
To respond to research question I, independent sample t-test was runto compare the scoresgained by the two groups in the post-test after the treatment.
Group Statistics
Table 1. Independent sample t“test of pre-vocabulary test
Group N Mean std. Deviation
i
df t pCG 1 32 4,88 1,498 45 -,959 ,343
Pre-Test •— --- --- ---— --- — —
EG 22 5,26 1,236
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Group Statistics
Table 2 Independent sample t-test of post-vocabulary test
Group N Mean std. Deviation ! df t
i
p
Pre-Test
CG 32 12,6250 1,73 I 60,4 -3,651 0,001
EG 31 14,1290 1,52
Source:Authors cciculation.
As can be seenfrom Table 2, on average, the EG outperformed the CG (Meanscore of 14,1290 vs 12,6250 respectively). Also, the statistics number p (sig 2-tailed) < 5% (0,001) confirmed that the students in the EG gained higher achievement in their vocabulary knowledge statistically. The finding is in line with previous studies (Letchumanan ẹt al.,2015; Yip & Kwan, 2006; Riahipourand Saba, 2012; Efendi,2013), in which digital games have a significant impact on learnersvocabulary intermsofachievement.
Research Question 2: What are the students
attitudes towards using digital games in teaching vocabulary?
In general, ascan be seen from the above table, the mean scores of all the items are higher than4.
This indicates that the students showed their positive attitudes towards digital games. Moreover, almostall of the values are less than one standard deviation, which meansthat they are verycloseto the means. Inparticular, the students perceived that using digital games helped increase their vocabulary learning outcome. The games also enabled them toremember and usethe vocabulary
Descriptive Statistics
Table 3. Students responses to the Likert Scale items in the Questionnaire
Items N Minimum Maximum Mean S.D.
Q1: Using digital gameshelped me remember vocabulary better 30 1 5 4,04 ,824 Q2:1 can usethe vocabulary learnt by digital gamesbetter 30 1 5 4,12 ,840 I Q3: Using theonline digital games increases my vocabularylearning
outcome. 30 1 5 4,12 ,816
Q4:1prefer learningEnglish with digital games todoing practice tests
in handouts 30 1 5 4,18 1,034
Q5:1participated more actively inclass activitieswhen I studywith
digital games. 30 1 5 4,29 4,61
Q6: Using digital games totest myvocabulary knowledge wasmore fun and less stressful than using handouts
..
30 1 5 ,832
-
,723
Q7:TheEnglish-game/tests in the digital games helpme build
confidence and overcomestress during the lessons. 30 1 5 4,29 ,807 Q8: Overall, I believe that theonlinedigital games areeasyto use. 30 1 5 4,55 ,783 1 Q9: Digital games should beemployed inevery class meeting. 30
I——— 1
___ ____ 5 4,18 _,932 — Source:Authors caculation.
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better. Furthermore, they revealed that learning vocabulary by digital games wasmorefun and less stressful than using traditional handouts. It is noticeable that theysuggesteddigitalgames should be utilizedin every classmeeting.
Research Question 3: What are the students difficultiesand their suggestionstoimprove digital games using inteaching vocabulary
According to the responses from the students, the most prevalent difficulties that you had involved Internet disconnection (9/30 students) as shownin the following extract:
“Sometimes when Ỉ was playing the game, Ỉ dropped out due to Internet connection”
“Because of the Internet connection, I couldnt join the game timely. So, 1 missed some of the
questions ”
Another problem they had is the time limit on each question. Some ofthestudents(3/30)reported that they couldnt figure out the answers in the allocated timelimit.Lastbut notleast, three out of the students revealed that they found Kahoot inconvenient tousesince it needed twodevicesto play thegames.
Regarding the suggestions to improve the implementation of digital games, it is remarkable that some of the students (4/30) suggested that more types ofgames besides Quizizz and Kahoot be employed in teaching vocabulary. Another surprising response is that Quizizz was more convenient to use thanKahoot.
5. Conclusion
The study investigated the positive effects of digital games on non-English majored students at Van Lang university. Results indicated asignificant change in vocabulary knowledge over time. With no doubt, using digital games to test students vocabulary knowledge was more fun and less stressful than using handouts, helped students remember vocabulary better,increased vocabulary learning outcome. Most of students come to agreement that they participated more actively in class activities when studying with digital games.
The English tests in the digital games help the learners build confidence and overcome stress during the lessons. Over two-third of students suggested that digital games should be employedin every class meeting. More importantly, from the test results, experimental group demonstrated significantly higher score through post- test.
Therefore, digital gamed based vocabulary learning is indispensable in teachingand learning process of this technological era. However, this present research also hadsome limitations as it was conducted on a small-scale context at the authors classrooms. It is highly recommended that there should be further research with random sampling in the faculty of foreign languages and other institutions to obtain more representative data to assess the effectiveness digital game-based vocabulary learning employed in teaching other language skills■
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Receiveddate:November 2,2020 Reviewed date: November 11,2020 Accepted date:November 25,2020
Authors information:
1. DO THIHUYEN, MA 2. VO THI DUYEN ANH, MA Van Lang University
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KHÔNG CHUYÊN TIENG ANH
• ThS.ĐồTHỊ HUYỀN
• ThS.VỎ THỊ DUYÊN ANH Trường Đại học Văn Lang
TÓM TẮT:
Việcphất triểnmạnh mẽ củacôngnghệ thông tin trong nhữngnăm gần đây đã mang lại những lợi ích to lớn trong việc dạy và họctiếng Anh. Trong bối cảnh đó, ứng dụngcông nghệ ICT (Information CommunicationTechnology) vàoviệc giảng dạykhông chỉ trở thành xu hướng mà còn là điều tất yếuphảicó trong lớphọc,nhằmmục đíchhỗ trợ người học đạt được mụctiêu trong kỷ nguyên mới.Gần đây,việc ứng dụngcác tròchơi tươngtác online trong việcdạy và học ngoại ngữ và đã manglại nhưng lợiích đáng kể. Dođố, mục tiêu củabài nghiêncứu bán thực nghiệm saunhằm tìmhiểu mức độ hiệu quả của các ứng dụng trò chơi tươngtác lên việc học từ vựng của sinhviên năm nhất không chuyên ngữ tại Đại học Văn Lang,đồng thờitìm hiểucảm nhậncủa ngườihọc đôivới việc ứng dụng này. Bài nghiêncứu sửdụng phương pháp hỗnhợp, trong đó thu thập các dữliệu định lượng qua bài kiểmtra đầukhóa/cuôi khóa, bảng câu hỏi khảo sát. Dữ liệu định tínhđược thu thậpthông qua cáccâu hỏi mở từbảng khảo sát. Kết quả nghiên cứu cho thây, các trò chơitương tác onlineđã giúp người học củng cố từ vựng lốt hơn so với phương pháp học truyền thống. Khôngnhững vậy, người học cũng bày tỏ thái độ tích cựcđốivớiviệc ứng dụng này.
Từ khóa: Tròchơi tương tác online, học từvựng, thái độ ngườihọc.
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