Vietnamese pupils are looking for new means of enriching their vocabulary after they feel sick of being taught, for they have not changed how they learn it. For instance, during vocabulary lessons, they write words on paper, endeavor to study by heart, or learn passively through the teacher’s explanation. Therefore, they intend to try mastering vocabulary through games.
Do games help students learn vocabulary effectively, and if so, how?
Nguyen and Khuat employed a mixed method in their study. CLT teachers at HUFS and students at DEC participated in the research. The questionnaire, observation, reflection on applying many games, and oral interview were used to gather the data.
The result was shown into three subsections as follows:
1. Students’ expectations and attitudes: 17 amongst 20 pupils showed pleasant feelings and positive attitudes towards learning vocabulary this way.
2. Students’ progress: After the game, they found it fun, intriguing, and helpful in enriching their vocabulary area. They seemed to learn new words and phrases that had appeared in the games and could also recall their existing vocabulary concurrently. Most of the students concurred that their English vocabulary improved once they actively participated in the games.
3. Unanticipated problems: Nonetheless, learning vocabulary through a game can also be problematic for some pupils. The first problem is that students might not understand the game’s instructions. The second challenge is that a team could lose the game unless they cooperate well. The last issue is something to do with language use. During the discussion, the players in the separate groups preferred talking in their mother tongue to speaking the target language–English.
Reference: Huyen, N. & Nga, K. Learning vocabulary through games. Asian EFL Journal
By: Mr. Mohammathnasiet Sales