Posted at 11.01.2018
In Vietnam, vocabulary is not considered as a significant subject that should be taught individually and officially instead of being taught as well as being attentive, speaking, reading and writing lessons. Moreover, students often feel weary during vocabulary lessons, learn it in an exceedingly passive way and might not have the ability to use what properly regarding to different contexts (Khuat & Nguyen, 2003).
In fact, there are a lot of effective ways to bring in English vocabulary to the learners. One of them is by using games. However, the use of games in assisting students acquire vocabulary in Vietnam has been disregarded or underestimated. Many educators assume that video games are just a waste products of time and basically add fun to the lessons without any significant contribution to vocabulary improvement of learners. The article writer believes this is a misconception.
As a consequence, the writer desires to conduct a research on using video games to boost students' vocabulary acquisition and inspire young students' desire for learning British vocabulary. The study will focus on video games and its results to boost young students' vocabulary and shed light on the following questions:
- How effective is the use of game titles in growing young students'
- What are the great things about video games on young students' vocabulary
acquisition in comparison to some traditional techniques?
- What exactly are some practical issues that the instructors have to offer with
while utilizing vocabulary video games to young learners?
In order to aid the writing of the research strategy and methods, the copy writer will review some earlier research that relates to this issue: using video games to boost vocabulary acquisition for young students. Among these research articles, some used qualitative research technique, some applied quantitative methodology, and others deployed a mixture of both. The research methods in these research articles also mixed. Within the next part of this paper, the article writer will review the methodologies and methods of each article at length and justify her choice of research methods for the near future "Innovation" research.
Uberman (1998) conducted a quantitative research to look at some common vocabulary teaching techniques and compare them with the use of language games to be able to determine whether video games were more effective in delivering and revising vocabulary than other methods. To reach that goal, Uberman undertook two tests. For the purpose of launching new vocabulary, she applied a picture- puzzle game with one group of third form students and the method of translation and context guessing with the other group. Likewise, in order to test out the potency of video games for revising vocabulary, a cross-word puzzle was used with a group of first time students and with the other group, a normal matching technique was deployed. To be able to determine which group obtained and consolidated the vocabulary better, the writer administered two brief tests containing a traditional vocabulary assessment exercise and a casino game (Uberman, 1998).
In term of research methods, the first article contains some following strengths. First of all, the experimental method was used appropriately for the target of the analysis. In Vietnamese framework, this type of research method is possibly used as it can help the researcher find answer for the second research question. Second, the checks allowed learners to switch on their storage area with the kind of activities that they had been exposed to, which was very appropriate with the study purpose. However, test method is insufficient to triangulate data to aid Uberman's (1998) debate. The results of only one activity can hardly lead into interesting conclusions; quite simply, the author fell into overgeneralization when interpreting data and results. The trustworthiness of the research is threatened because of this.
Nguyen and Khuat (2003) conducted an action research in to the success of learning vocabulary through video games. The authors centered on finding out how students reacted to the method of learning vocabulary via game titles as well as any problems that might arise during the process of coaching. To be able to attain that aim, Nguyen and Khuat (2003) centered on the conception and attitudes of the students as well as what students gained through their learning with vocabulary game titles. Over a period of two weeks, data were gathered through a number of methods such as observations, interviews with instructors and students, their own reflective publications of applying game titles in the classes these were teaching, lesson plans and game handouts from experienced educators and a small post-class survey.
Although Nguyen and Khuat (2003) didn't mention the moral issues in their research, they utilized a wide range of research methods in an extremely appropriate way. The usage of multiple resources of data and multiple methods helped the researchers offer an in-depth understanding of the effectiveness of using games to boost their students' vocabulary learning and strengthen the trustworthiness of their studies. However, in the writer's research framework at a words centre, it is hard to follow some research methods. For instance, the article writer cannot borrow lessons plans from other instructors because unfortunately, the majority of the teachers there do not make a lesson plans in advance. Also, interviewing instructors is extremely difficult as they just come on time for their classes and go straight back home when their lessons are done.
This action research occurred during the first and second semester of the author's final year teaching practice in a boys' primary college in Al Ain in the United Arab Emirates (UAE). The emphasis of the analysis was in the utilization of guessing and storage games in the English classroom in order to access if they would gain vocabulary learning. This analysis also attempted to learn what some functional challenges of applying game titles were. To collect data, Al Zaabi (2007) applied interviews, studies, observations and training video recordings through the first two semesters.
In the framework of the study article, observations and video tutorial recording methods revealed a strong gain in revealing what actually occurred in the category comparing with what was written in the lessons ideas. Besides, interviews and video recording taking were helpful in uncover the challenging obstructions when implementing game titles. However, in Vietnamese context, the writer finds it difficult to deploy the advantages of using video recording method because of financial concern and young students' comfort with a camera in the class room.
Another action research on the worthiness of using vocabulary games was conducted in the United Arab Emirates (UAE) classroom. However, the individuals of this review were twenty- nine young girls at Level Six. The author attempted to find answers to the next questions: "Do terminology games boost students' capacity to memorize the words?", "Do language games develop positive connection?" and "Do language game titles enhance students' inspiration?". And discover answers for these questions, three research tools were used: interviews, observations and a reflective journal (Al Neyadi, 2007).
Among the eight chosen articles, it was the only one mentioning the ways to ensure honest treatment. This provides some valuable suggestions for the author of how to approach moral issues when she will her research. Nevertheless, the results of the analysis mostly lay down in the author's observations, interviews with students, and commentary from her mentor tutor. These facts may increase a question of the nature of the analysis. Also, the info collected are not sufficient to answer the study questions. Observations and remarks from the mentor teachers merely are not enough to lead to the final outcome that using video games enhanced students' potential to memorize words or motivated student connections and enhanced college student motivation.
This mere quantitative research was an attempt to check the assumption whether expression- search- puzzle game titles will make any difference on learners' vocabulary improvement. The study place was at a terms institute in Semnan with the engagement of sixty intermediate female students. They were split into two equal communities: experimental and control. The experimental group was cared for with term- search- puzzle game titles; on the other hand, the control one received traditional practice. Both groups needed a pre-test and post- test, and then the means of both groups were likened by using a t-test (Vossoughi, & Zargar, 2009).
Taking the strengths of the article into consideration, the writer noticed that this article supplies the reader with clearly noted details about the individuals, research technique and research instrumentation. Moreover, the study methods and data accumulated work for the study concentration. However, in the writer's research framework in Vietnam, test method cannot provide her enough information to truly have a deep insight into the students' behaviour, perspectives and thoughts as well as the possible anticipated challenges when working with games to boost vocabulary for the students. Furthermore, the writer is not well familiar with the statistical skills when examining a t-test. Therefore, t-test might not exactly be a useful choice to the writer when conducting the research.
Alemi (2010) looked into the role of using word games in expanding the learner's vocabulary. To be able to accomplish that goal, she have an experiment using five term games with 60 homogeneous third- grade junior high school students (how old they are ranged between 13-14 years old). They were randomly divided into two categories: experimental and control. Both communities were taught vocabulary using traditional method; however, the experimental group was cared for with word video games at the end of each procedure. A t- test was carried out to examine the improvement of her students in term of vocabulary (Alemi, 2010).
As with the article by Vossoughi and Zargar (2009), the writer may deal with a lot of issues in applying t-test a means of data collection. Because of this, this article provides little value to the copy writer in term of research methods although the research way and data analysis approach were evidently specified and appropriate in Alemi's (2010) research framework.
This quantitative research was situated in Urmia, Iran. Its target was to identify how games may help in the teaching process and help students to learn vocabulary. Also, it attempted to learn whether games can improve ESL learners' vocabulary learning as well as identify the potentiality of using games for literary training. The members for this case study were 70 students in two classes of Noor key institution in Urmia, Iran. The samples of the analysis were 12- 13-years old female students of the low intermediate level and usually originated from the same socio-economic background. These students were divided similarly into control and experimental group. Dolati and Mikaili (2011) gathered data through the use of a pre-test and a post- test initially and by the end of the analysis and two game titles called "Find me game" and "The charade".
The pre-test and post-test method in this article allowed Dolati and Mikaili (2011) an opportunity to empirically measure the effectiveness of their instruction and evaluate the vocabulary acquisition of their students through formative analysis. However, testing only could show, by before and after exams, what changes have occurred. Tests could not reveal in fine detail precisely how changes happened in day-to-day activities, discussions and decisions.
This article focused on the use of games to teach vocabulary to young learners of English. Al-Aliyani (n. d) presumed that games could be effective to stimulate language learners. So as to support that perception an experimental research was carried out with the participation of two classes of Basic Education Grade 3. One category was educated using the textbook method and the other using four game titles. After every game, a test was sent. Al-Aliyani (n. d) also accumulated data by observing the involvement of five students in the experimental group when they were playing the video games.
Despite the fact that the observation method did not show constantly high degrees of students' participation in the games, it enjoyed as a powerful research tool to better understand students' attitudes and confidence. Compared to Vietnamese context, the writer detects observation can be an extremely relevant solution to fortify validity as the researcher can accumulate a depth of information about students' performance when using games to acquire vocabulary.
After summarizing and examining the methodologies and methods of eight research articles, the writer finds out that there are several methodologies and methods to conduct a research, and each strategy and method contains its own strong things and weakened one. From these results, the writer recognize that to better understanding the research problems and find good answers to analyze questions this project will utilize both quantitative and qualitative data collection tools, but is rooted in a qualitative epistemological position that recognizes the value of locating the research within a specific social, ethnic, and historical context. It also will take seriously the public construction of the contexts and the identities individuals develop within them.
Data collection will consist of pre-test, post- test, questionnaires, school room observations and interviews with students, as well as written documents such as lessons plans, student work, and self- reflective publications.
The combination of different research methods is relevant and beneficial to the writer's research framework by supporting minimize ambiguity and increase confidence in the possible conclusions.
There are lots of possible risks to the validity and consistency of the writer's chosen research methods. For instance, the findings might not exactly be steady or the writer gets so little data or may not gather enough data from individuals over a brief period of their time. Also, enough time for the interviews may not enough, especially at a terminology centre. The professor researcher might not find enough time to interview sufficient volume of children in the class. Besides, being able to get all consent varieties again may be another problem that the article writer will come across. The questionnaire may be hard for students to grasp and present appropriate response. Some of the children may not have enough British words to answer the questionnaire in English. Moreover, the info from interviews or questionnaire may be misinterpreted.
In order to mitigate the risks to validity and stability in the future research study for "Innovation" product, the researcher is going to employ the following strategies. To begin with, the article writer will deploy the triangulation- the use multiple sources of data and multiple solutions to confirm the studies. Secondly, the writer will check the interpretations of the info with the students in order to ensure that the interpretations are plausible. Besides, collecting data over a long enough time frame will ensure an in-depth knowledge of the research benefits to the article writer. Planning interview amount of time in progress and arrange interviewing time plots to suit the instructor and the students. In case students are not capable of understanding the questionnaire in English, the article writer may convert it into Vietnamese to be able to be sure that the questionnaire will be fully grasped. The consent varieties will be delivered at the beginning of the course and the professor will keep reminding students about this with a view to making sure to get as many consent forms as is feasible. Additionally, to ensure for greater consistency, the copy writer also use multiple ways of data collection. Last but not least, peer examination can provide a be sure the researcher is plausibly interpreting the data.