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VIETNAM NATIONAL UNIVERSITY, HANOI

<b>UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES </b>

<b> </b>

<b>LÊ THU HÀ </b>

<b><small>USING GAMES TO ENHANCE SIXTH- GRADE STUDENTS’ GRAMMAR COMPETENCE AT A SECONDARY SCHOOL IN HAIPHONG (Sử dụng trò chơi để nâng cao năng lực ngữ pháp của học sinh lớp 6 tại một </small></b>

<b><small>trường cấp thcs ở hải phòng) </small> </b>

<b> MA. MINOR THESIS </b>

<b>Field: English Teaching Methodology Code: 8140231.01 </b>

<b>HA NOI – 2024 </b>

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VIETNAM NATIONAL UNIVERSITY, HANOI

<b>UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES </b>

<b> </b>

<b>LÊ THU HÀ </b>

<b><small>USING GAMES TO ENHANCE SIXTH- GRADE STUDENTS’ GRAMMAR COMPETENCE AT A SECONDARY SCHOOL IN HAIPHONG (Sử dụng trò chơi để nâng cao năng lực ngữ pháp của học sinh lớp 6 tại một </small></b>

<b><small>trường cấp thcs ở hải phòng) </small> </b>

<b> MA. MINOR THESIS </b>

<b>Field: English Teaching Methodology Code: 8140231.01 </b>

<b>Supervisor: Assoc. Prof. Dr. Võ Đại Quang </b>

<b> HA NOI – 2024 </b>

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<b>DECLARATION OF AUTHORSHIP </b>

I declare that the minor thesis "Using games to enhance sixth-grade students’ grammar competence at a secondary school in Haiphong" is the result of my own work and has not been submitted in any form for a second degree or diploma in any educational institutions. I am fully aware that if this report is found to be dishonest, disciplinary actions and penalties may be applied in accordance with the Rules and regulations of the University.

(Signature and full name)

<b>Assoc. Prof. Dr. Võ Đại Quang </b>

Date: ...

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<b>ACKNOWLEDGEMENTS </b>

First of all, I would like to express my deep gratitude to Associate Professor, Dr. Vo Dai Quang for the guidance, corrections, excellent suggestions, and constant encouragement throughout the process of conducting this research, which enabled me to effectively complete my thesis. Secondly, I would like to sincerely thank the professors and lecturers at the University of Languages and International Studies, Vietnam National University, Hanoi for their valuable lessons and enthusiastic support. Thanks to their teachings, I have acquired the necessary knowledge and tools to carry out this research.

In addition, I would like to extend my heartfelt thanks to my colleagues and 6th-grade students at my workplace who participated in this research, as well as many others who supported me during my master's studies.

Last but not least, I would like to express my deepest gratitude to my family for their constant support and encouragement. Their boundless love has given me the strength to complete this thesis within the limited time.

Without the support, assistance, and encouragement mentioned above, this dissertation would not have been completed.

<i> Hanoi, 2023 </i>

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<b>ABSTRACT </b>

The aim of this work was to find out the effectiveness of games activities in improving students' grammar competence and understanding of games learning. The study used an action research method with 34 secondary school students in Hai Phong. This research consists of 2 cycles, in which the researcher observed every lessons during the first cycle and made some changes in the next cycle to further test the impact of games on students’ grammar learning. Data were collected through pre-tests, post-tests, questionnaires and interviews. The results showed that the post-test results of Cycle 2 showed a significant improvement compared to Cycle 1, indicating a positive effect of the games on grammar learning. In this study, the researcher tried to explore and implement some technology-based games because she understands that at the present time, these games are of great interest to students. In addition to the results of the tests, the data obtained through the questionnaire once again confirmed the effectiveness of applying the game to teaching English grammar. Finally, interview questions also contribute to clarifying students' positive attitudes towards language games. These findings have provided valuable insights for teachers to improve the quality of teaching. In short, language games create a positive learning environment for students and help improve students' grammar usage.

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1.1. Rationale for the research... 1

1.2. Aims and objectives of the study ... 2

1.3. Research questions ... 2

1.4. Scope of the study ... 3

1.5. Method of the study ... 3

1.6. Significance of the study ... 4

1.7. Organization of the thesis... 4

<b>CHAPTER 2: LITERATURE REVIEW ... 6</b>

2.1. General overview of grammar ... 6

2.1.1. Definition of grammar... 6

2.1.2. The importance of grammar in learning English ... 7

2.1.3. Grammar learning for young learners ... 7

2.2. General overview of games ... 9

2.2.1. Definition of games ... 9

2.2.2. Impacts of games on learning ... 10

2.3. Games implementation for young children ... 15

2.3.1. When to use games ... 15

2.3.2. Which games to use ... 15

2.3.3. Implementing games in the classroom ... 17

2.4. Review of the previous studies ... 19

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3.2.1. Definitions of action research ... 23

3.2.2. Principles of an action research ... 24

3.2.3. Models of an action research ... 25

3.3. Procedures of the research ... 26

3.3.1. The stages of implementing language games in the classroom. ... 27

3.4. Context of the research... 33

3.5. Participants ... 34

3.6. Data collection instruments ... 35

3.6.1. Pre-test and Post- test ... 35

3.6.2. Questionnaires ... 37

3.6.3. Interviews ... 38

3.7. Data collection procedures ... 40

3.8. Data analysis methods ... 41

3.9. Summary ... 43

<b>CHAPTER 4: DATA ANALYSIS AND FINDINGS ... 44</b>

4.1. Data analysis of the grammar tests ... 44

4.1.1. The first cycle (cycle 1)... 44

4.1.2. The second cycle (cycle 2) ... 46

4.2. Data analysis of questionnaire for the students ... 48

4.3. Data analysis of interview with the students ... 51

4.4. Findings ... 54

4.4.1. The improvement of the students’ grammar competence through games .. 54

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4.4.2. The attitudes of 6th grade students at a secondary school in Hai Phong

towards games-based activities in English-grammar lessons ... 56

5.4. Limitations of the study ... 63

5.5. Suggestions for further study ... 64

<b>REFERENCES ... 65APPENDIX ... IAPPENDIX 1: SAMPLE OF A LESSON PLAN WITH GAMES ... IAPPENDIX 2: 3 TESTS ( 2 CYCLES) ... XIVAPPENDIX 3 : QUESTIONNAIRES ... XXAPPENDIX 4: INTERVIEW (10 minutes) ... XXIIIAPPENDIX 5: FIGURES ... XXIVAPPENDIX 6: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU ... XXVIAPPENDIX 7: PHIẾU ĐỒNG THUẬN THAM GIA NGHIÊN CỨU ... XXVIIAPPENDIX 8: PHOTOS ... XXVIII</b>

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<b>LIST OF TABLES AND FIGURES </b>

Figure 1: The cycles action research by Kemmis and McTaggart (1988) ... 26 Table 1: Types of games suitable at the three- stage teaching ... 16 Table 2: Grammatical features chosen from the English Global Success for grade 6 part 1 ... 34 Table 3: The results of pre-test and post –test of the first cycle (cycle 1) .... 44 Table 4: The significant difference of the pretest and posttest mean scores of the first cycle (cycle 1) ... 46 Table 5: The results of pre-test and post –test of the second cycle (cycle 2) 46 Table 6: The Significant difference of the pretest and posttest mean scores of the second cycle (cycle 2) ... 48 Table 7: Students’ answers on the interview ... 51 arch by Kemmis and McTaggart (1988) ... 26

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<b>CHAPTER 1: INTRODUCTION </b>

This part provides a comprehensive overview of the research, including the rationale for conducting the research, the aims and objectives of the research, the research questions, the scope and significance of the research, the research methods used and the organization of the thesis. .

<b>1.1. Rationale for the research </b>

The rationale for this thesis is firmly grounded in both theoretical and practical considerations, emphasizing the importance of games in enhancing students' grammar competence.

Constructivist learning theory, which emphasizes active participation, teamwork, and real-world experiences as essential components of successful language learning, provides the theoretical framework (Vygotsky, 1978). This theory is supported by games, which give students the chance to work on meaningful tasks, promote active learning, and improve their grammar proficiency.

Furthermore, the practical rationale for implementing project-based activities stems from their potential to motivate and engage students. The passage suggests that students tend to study more effectively when they are in a positive emotional state. Goodman and Goodman (2014) propose that children learn language best in environments that provide opportunities to explore interesting objects and ideas. Games, in particular, are engaging and unpredictable, creating an atmosphere of excitement that facilitates children's

<b>discovery of new things and natural learning. </b>

Additionally, games promote authentic language use, allowing students to practice English in genuine and meaningful contexts. Ellis (2016) emphasizes the effectiveness of using games to learn grammar. Language

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games enable players to communicate using target grammatical structures in a natural and authentic manner. According to Ellis, grammar, when learned through games, becomes more than just a collection of rules without context. It becomes a framework for real communication situations, giving it meaning

<b>and relevance. </b>

In summary, the implementation of games to improve sixth-grade students' grammar competence at a secondary school in Hai Phong is strongly supported by both theoretical and practical justifications. This study is anticipated to offer a promising strategy for effectively enhancing students' grammar skills and creating a dynamic and engaging language learning environment.

<b>1.2. Aims and objectives of the study </b>

The main aim of this study is to study the possibility to develop grammar competence of 6th grade students in a middle school through language games in English class.

To achieve the above aim, the researcher set two small objectives:

(i) To investigate the improvement of the 6th- grade students’ grammar competence through language games at a secondary school in Haiphong.

(ii) To explore the attitudes of 6th- grade learners at a secondary school in Haiphong towards the use of language games in English grammatical lessons.

<b>1.3. Research questions </b>

This study is guided by the two following questions:

1) To what extent do language games help enhance the grammar competence of sixth- grade learners at a secondary school in Haiphong?

2) What are the attitudes of 6th- grade students at a sceondary school in Haiphong towards the use of language games in English grammatical lessons.

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<b>1.4. Scope of the study </b>

The scope of this study is to investigate the effectiveness of language games in enahncing grammatical competence of 6th grade students at a secondary school in Hai Phong. The study only focused on 6th grade students at a middle school. The number of 6<small>th</small> grade students participating in the study was 34 students in the same class. The study will be conducted in 12 weeks. This study is grounded in relevant theories and concepts related to language games and grammatical competence.

<b>1.5. Method of the study </b>

The researcher used classroom action research methodology in this study involving 34 6th grade students in Class 6A2, Hai Phong. Questionnaires, semi-structured interviews and tests were used as research tools. In the pre- and post-tests, students' grammatical skills were measured, while their attitude towards language learning was measured through questionnaires and semi-structured interviews.

Specifically, a set of 12 questions was applied to determine students' perceptions of their grammar ability and the application of language games in grammar lessons. The questions are designed for the researcher to gather feedback on topics such as students' interest in English grammar, the atmosphere of the grammar class, and their difficulties in learning grammar (

<i>see Table 6), The designer of this set of questions uses the Likert scale to </i>

generate responses for respondents to choose, ranging from 1 to 5: Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), Strongly Disagree (1). According to Arslan. B. (2020), a Likert scale typically consists of some specific statements to which respondents state their extent of agreement and disagreement. By analyzing these responses, the Likert scale allows researchers to convert subjective opinions into quantitative data.

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Another research instrument option is semi-structured interviews, which were used to better understand students' opinions and feelings about the games used in the grammar lesson. The interviews were conducted in Vietnamese to ensure clear communication and to ask follow-up questions.

The final research tool used was a pre- and post-test to assess students' progress in basic knowledge and grammar skills. The data collected from these instruments allowed the researcher to analyze the effectiveness of game-based learning in improving students' grammar competence.

<b>1.6. Significance of the study </b>

The researcher expects that the results of this study will be beneficial to students, teachers, schools, and other researchers accordingly.

For students, the study aims to help students improve their English grammar competence.

For teachers, the research can be used as a means to implement language games in lessons and make teaching and learning more innovative and exciting. In addition, the results can serve as a guide for teachers in teaching grammar to young students in the future.

For schools, research can become a source of innovation in teaching and learning, especially in the teaching of English grammar..

For other researchers, the study can provide a reference for those who wish to conduct further research in teaching English grammar.

<b>1.7. Organization of the thesis </b>

The thesis is divided into 5 chapters:

<b>Chapter 1 - Introduction presents an overview of the studies, which </b>

includes the rationale, studies goals and objectives, studies questions, scope, significance, methods, and organization of the thesis.

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<b>Chapter 2 - Literature Review affords the theoretical framework and </b>

evaluate preceding research associated with the topic.

<b>Chapter 3 - Methodology restates the study questions and description </b>

the studies approach, procedures, context, participants, research instruments, research procedures, and evaluation process.

<b>Chapter 4 - Findings and Discussion describes the findings and </b>

discusses when it comes to the studies questions and present studies.

<b>Chapter 5 - Conclusion recapitulates the study, affords concluding </b>

remarks, discusses pedagogical implications, secondarylights boundaries of the study, and gives recommendations for following studies.

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<b>CHAPTER 2: LITERATURE REVIEW </b>

<b>2.1. General overview of grammar </b>

<i><b>2.1.1. Definition of grammar </b></i>

Grammar is an important component in every language and English is no exception. Some following linguists have given different definitions of grammar.

Grammar, according to Harmer (2001:12), is the explanation of the ways in which words can change forms and be combined to form sentences in a language. Taking the sentence “She likes going to the beach” as an example. In this context, as the subject is “she”- a singular subject, so the following verb “likes” has to change forms by adding “s”. Moreover, the rest of words “going/ to/ the/ beach” also obey a fixed rule to combine into one correct phrase. Thornbury offers an alternative perspective, arguing that grammar encompasses the study of a language's possible forms and structures. Grammar analysis has historically focused almost entirely on sentence level analysis. A grammar, then, is a description of the principles that determine how sentences are constructed in a language. (Thornbury, 2002, p.1). These 2 views are somewhat similar when they both state that grammar is a set of rules that dictate how words combine to form complete sentences. Other than just defining grammar a set of rules, some linguists associate grammar with the meaning it helps convey. According to Crystal (2004), “Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. Additionally, it can help everyone, not only teachers of English, but

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teachers of anything for all teaching grammar is ultimately a matter of getting to grips with meaning.”

So according to the above point of view, grammar is the framework for human thoughts. If people know how to make good use of grammar, they will be able to use language flexibly, richly in expression while still being accurate.

<i><b>2.1.2. The importance of grammar in learning English </b></i>

The importance of English grammar is undeniable. For example, after conducting a thorough analysis of 49 studies, Norris and Ortega (2000) conclude that teaching grammar is the key to improving language proficiency overall. An additional instance is the research conducted by Scheffler and Cinciała (2011), which focused on the ways in which grammar instruction can support second language acquisition. According to Scheffler and Cinciała (2011), grammar rules contribute to learners' overall learning process and sense of confidence as they help them achieve their grammar output (p. 22). The relationship between grammar and writing is the subject of a recent study by Jones, Myhill, and Bailey (2013). They discovered via their research that teaching students contextualized grammar had a positive impact on the quality of their writing.

Overall, it is proved that grammar teaching is crucial in the context of learning English as a second language.

<i><b>2.1.3. Grammar learning for young learners </b></i>

There has been an agreement among a number of authors in the field of teaching English to young learners, for example Cameron 2001 and Pinter 2006, that the natural acquisition of grammar through instruction is possible. Pinter (2006) argues that these are children who are susceptible to many grammatical errors in their early language exposure, including their first

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language. In fact, it is normal for young students to make mistakes and are not always due to negative transfer from the L1. Teachers therefore need to guide students to approach language structures in many different ways so that students can later use those grammatical patterns effectively in communication.

When teaching grammar to students at a young age, to be effective, you need to pay attention to the characteristics of this age group: play and fun. These can be achieved from the starting point of organizing fun activities in the classroom and limiting grammar explanations. Teaching grammar purely by giving theories and formulas will bore children because they do not yet understand abstractions (Sekelj and Rigo, 2011: 190). If teachers do this, it will be ineffective, with children automatically translating into their mother tongue or first language instead of learning the structure. Teachers should find ways to make students understand knowledge unconsciously instead of explaining it directly to them.

Another characteristic of young students is that they will be more willing to accept new information if they can relate this information to what is presented to them (Brumfit, Moon, and Tongue, 1995: 2). . Instructions given to students should be clear and simple. Young students will not be able to understand what they should do if the instructions are long and complicated. Instructions will be better if they are accompanied by examples or expressed through actions and movements. The best teaching methods for young children should include a set of activities that stimulate the senses (hearing, seeing) to make things come alive. Games related to movement always excite students, making them more proactive and active with the lesson. Teaching grammar through games, because of this, is believed to help increase students' interest in the lesson, thereby helping to increase students' grammatical abilities.

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<b>2.2. General overview of games </b>

<i><b>2.2.1. Definition of games </b></i>

The term game has been defined differently by many authors; However, within the scope of this study, which is about games used in the English classroom, the definitions given below revolve around this context.

First, evem n though games are used by teachers in the classroom with the purpose of helping students practice a certain part of knowledge, the game must always ensure its minimum essence: having rules. , has goals and brings joy and enjoyment.

A definition of a game has been given by Hadfield (2001, p. 1) “an activity with rules, a goal and an element of fun.” This means, the games are not chaotic but follow the rules and they always have a goal. They are used to practice language points or explore new target languages, etc. in a comfortable atmosphere.

Wright et al. (2006, p. 1) defined a game as “an activity which is entertaining and engaging, often challenging, and an activity which the learners play and usually interact with others.” This definition also applies to language games. Greenall (1984, p. 6) also brought a similar idea when he said that “the term ‘game’ is used whenever there is an element of competition between individual students or teams in a language activity”. Language games are defined by Richards et al. (1992, p. 153) as structured activities that typically have the following characteristics: a specific task or objective, a set of rules, player competition, and spoken or written language communication between players.

According to the two definitions given above by Wright and Greenall, students typically play games in groups or pairs and aim to win. This is a difficult game feature that also motivates students to talk and interact with

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their partners, increasing the likelihood that they will use English more frequently to accomplish their objectives. So students have fun, entertainment and language learning at the same time. Of course, the above topics will not be achieved if the teacher/game organizer does not organize the game properly or the game does not have appropriate properties.

<i><b>2.2.2. Impacts of games on learning </b></i>

<i>2.2.2.1. Games create a pleasant environment for an effective learning process </i>

Many researchers believe that language games in the English classroom bring “a joyful and relaxing atmosphere” (Hadfield, 2000a; Byrne, 1991). According to Wrlee (1979, p.1), “games are enjoyable”. As soon as the teachers say that the students are about to play the game, most students, especially at a young age, feel excited and the classroom atmosphere becomes lively and bustling. Most games, even though they still have rules, are always fun and relaxing. As Hadfield (2000a, p.5) asserted “one of the most important reasons for using games is simply that they are immensely enjoyable for both teachers and students.” Byrne (1991, p.19) also states that games are intended to be welcomed whenever they are played. The process of learning a second language is often heavy with theory and exercises, but students' stress can be alleviated by the relaxed atmosphere created by games.

Students are said to study more effectively when they feel good. Goodman and Goodman in 2014 suggested that children learn language best in environments rich in opportunities to explore interesting objects and ideas. Games are always interesting and the results are unpredictable, so they create an atmosphere of excitement, which is very favorable for children to discover new things and learn in a very natural way. . In addition, Ellis (2016) further emphasizes the effectiveness of learning grammar through games because language games facilitate players to communicate using target grammatical

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structures in a natural and authentic way. than. This author also believes that at this point grammar is no longer considered meaningless or a set of rules without context, but it will serve as a framework for real communication situations.

<i>2.2.2.2. Games provides meaningful context for language use </i>

Instead of formulas, students access grammatical knowledge through meaningful contexts appearing in games. The games mostly have content based on specific everyday situations, or include complete, realistic sentences. They sometimes also contain everyday communication sentences. All these contents of the game give learners the opportunity to experience and practice very real uses of language as Wright, et al (2006, p.2) assert that “games also help to create contexts in which the language is useful and meaningful.” Additionally, if students find games moving, stimulating, or surprising, the content of the game or the grammar point itself has specific meaning to them.

Zdybiewska (1994) lends support to this argument as well, arguing that games are an excellent way for language learners to practice because they simulate real-world situations. Once these practice exercises utilizing the new language have been completed, games can be introduced as an additional tool to help improve comprehension.

<i>2.2.2.3. Games increases students’ learning motivation </i>

The grammar of any language, and English is no exception, contains many rules and formulas. A student whose mother tongue is Vietnamese when learning English as a second language often encounters many difficulties with grammar due to differences in components such as subjects and verbs. If in Vietnamese, the verb does not change according to the subject, then in English, each subject requires a different verb. This is difficult to understand and remember for many students, especially younger students,

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so they can easily get bored when they have to learn grammar completely in the traditional way. Adeng & Shah (2012) argue that “grammar teaching that is too dependent on rules and memorization causes learners to lose interest and motivation” and adds that “games are the most suitable way to learn grammar of second language'' (p. 23). Through active games, students learn grammar in different communicative contexts and will find it more interesting than doing grammar exercises in workbooks. practice. Learners are mostly interested in using authentic language related to real-life contexts and situations rather than learning grammatical formulas. In addition, applying different activities in Multi-genre classes and games are important to support learners with different needs (Chambers & Yunus, 2017) as these can encourage learners to engage and participate in lessons. study grammar.

There is no doubt that language games have activities that suit the language needs of ESL learners and let them learn in an effective and stimulating environment. Godwin-Jones (2014) states that “games can provide an immersive environment in which the target language is widely used” (p.10) similar to digital games such as Chik ( 2012) stated that “learners can practice learning and using foreign languages autonomously through activities that they are passionate about, and take the learning process outside the classroom” (p.96). Language games, whether digital or not, can catch ESL students' attention during tedious grammar lessons. They can also be used in the classroom even if the teacher does not have access to modern teaching aids. Providing context for the presentation of targeted grammar items can "arouse interest, stimulate interaction and help them understand places, people and events as well as simplify situations that are abstract and difficult to explain in words," as noted by Briewin et al. (2013, p.250). In short, games have a great impact on learners' motivation, making them feel more excited about learning grammar through real-life situations.

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<i>2.2.2.4. Games reduces students’ anxiety of making errors </i>

Students' anxiety when learning a second foreign language is very common in all educational institutions and all ages. This worry comes from students not feeling confident with their language abilities. They are afraid that the language they speak will be wrong, strange and will be judged by teachers or laughed at by their peers. These concerns arise as soon as students are exposed to a new language. When students are nervous when learning English, they will withdraw and participate less in the exercise. Many students become passive and do not answer questions, ask questions, or give explanations, comments, and share opinions at all. More worryingly, these discomforts or fears will negatively affect students' perceptions, beliefs, emotions and behaviors during the learning process.

Games, used as a pastime, help students feel comfortable, happy and reduce stress during class. When students play games, they are less afraid of being evaluated and practice language freely (Crookal, 1990, p.112). Sharing the same view, Richard- Amato (1988: 147) emphasizes that “Games can lower anxiety, thus making the acquisition of input more likely”. Students are also said to remember things faster and better when they are in the pleasant, relaxing atmosphere created by games. That was Wierus's opinion in a study conducted in 1994. An experimental study by Duong (2008) resulted in 90% of his students confirming that they could memorize new words faster and better. Thanks enjoy the game. Nguyen and Khuat's (2003) discovery further supports this. They claim that learning occurs more effectively in a laid-back setting, such as when students are playing games. It has actually been demonstrated that a class that is engaged and actively learns through a variety of entertaining English language games retains 80% of the material taught and absorbs 100% of it.

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<i>2.2.2.5. Games help students get better results in learning English grammar </i>

In addition to the benefits mentioned above, games are believed to help students score higher on grammar tests. First, it is necessary to understand the importance of the tests. In the general education program in Vietnam, students' paper test results always occupy an important position in determining the student's academic ranking. Therefore, students, no matter what age, are always very interested in the results they achieve when taking these tests. Paper tests, usually 15-minute tests or 34-minute tests, are announced or unannounced. One thing in common between these paper tests is that they almost always have a grammar part, and the grammatical knowledge tested also accounts for a large percentage of the score. Therefore, teachers also pay close attention to how to improve students' grammar test results. Through some previous studies, it has been found that using games during class will ultimately increase students' learning outcomes.

In addition to enjoying the game, children also learn at the same time. They gradually realize that they must use the language they are learning if they want to win the game or be understood by others (Schutlz & Fisher, 1988). Because the above factors naturally motivate students, they absorb knowledge better and faster. As a result, student achievements increase, which means test scores, communication skills, listening, speaking, reading, writing, and debate skills also improve. Shelly in a study called "Why Children Learn Faster With English Language Games" said that games are highly effective and ensure higher results than traditional teaching methods. She also asserted that games are a great solution for students to achieve better results. Matthen (2008) has the same idea as Shelly “in one study, students consistently showed improved English skills on tests after playing the games.” In summary, many previous studies have confirmed the effectiveness of English games on students' learning outcomes.

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<b>2.3. Games implementation for young children </b>

<i><b>2.3.1. When to use games </b></i>

In other previous studies, games are said to be used in many different stages or at different class timing. The most frequent use of games, in a traditional classroom, is a warm- up activity or a time filler, like Lee stated in 1986 “a marginal activity filling in odd moments when the teacher and class have nothing better to do”. Author Wright et al has a different point of view as he perceived games should be treated “as central to a language teacher’s repertoire and not merely a way of passing the time” due to the importance role of games in language teaching.

Regardless of the purpose used, games also help students, especially younger students, have the opportunity to use grammar in real communication situations, thereby helping students understand and remember lessons. This shows that games should appear at every stage of the lesson as long as they are suitable for the purpose of the lesson to increase students' grammar capacity. However, it is also recommended to be careful when using the game and teachers should not abuse the game. Sharing the same view, Uberman (1998) said that "Lecturers should be very careful about choosing games if they want to make them profitable for the learning process"

There are 3 different ways games can be used in class. Firstly, games used before the presentation of a structure to determine how much knowledge students have grasped or provide information surrounding that structure

Second, they are used after the presentation of grammatical structures to determine how much students have grasped. Interchangably, they are used as a review of learned grammar knowledge.

<i><b>2.3.2. Which games to use </b></i>

<i><b>2.3.2.1. Elements to consider when choosing games </b></i>

To take full advantage of the benefits that games bring as well as ensure

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the game is suitable for the teaching process, it is necessary to choose appropriate games. The following factors should be considered by teachers when choosing games:

• Class size and number of students (number of male students, number of female students)

• Age, characteristics, interests

• Student level: elementary, intermediate, advanced • Grammar knowledge is introduced (or the lesson goal) • The time allowed

• Physical space, teaching tools

In the situation where students are studying in grade 6, they are still young and like the hustle and bustle, physical activities and competition are still very high. Therefore, games that include movement, high competition (through scoring, winning and losing) or games that combine vivid sounds and images are recommended. The language level required in the game should also be checked to ensure it is appropriate to the student's level. Language that is too difficult or too easy will reduce student interest.

<i><b>2.3.2.2. Types of games appropriate in each stage </b></i>

<i><b>Table 1: Types of games suitable at the three- stage teaching </b></i>

<b><small>Stages of teaching Teaching aims Types of games Presentation </small></b> <small>Give a good model of </small>

<small>the new language. Deliver clear meanings Assess the students’ comprehension </small>

<small>Played by the entire class, guided by the teacher. </small>

<small>Players do not yet create new language on their own </small>

<small>Responses are limited to simple actions or yes/no choices. </small>

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<small>imitate the model well. Encourage the use of new words when it makes sense given the </small>

<small>Played by the entire class, guided by the teacher The language must be produced by the players </small>

<small>correctly, appropriately, and/or with the appropriate </small>

<small>Allow them to use the language to take actions. E.g. order, </small>

<small>book reservtions, or arrange dates </small>

<small>Games played individually, in pairs, or in small groups </small>

<small>Teacher controls </small>

<small>Students need to use language to accomplish the practice goal. </small>

<small>Students are able to assess their own performance. </small>

<i><small>Example: Role play </small></i>

<small>(Rixon, 1981)</small>

<i><b>2.3.3. Implementing games in the classroom 2.3.3.1. Some practical problems </b></i>

Rixon in his book “How to use games in language teaching” has pointed out several concerns towards the implication of games in classroom. The first

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problem appears to be the big size of the class, causing difficulty for teacher in preparing materials and limiting the opportunity of students to take part in the game. The second worry of teacher is classroom management. It may be overwhelmingly stressful for teachers to instruct students to play games with appropriate manners. The young leaners especially find it difficult to control the noises they make when being excited or being annoyed. Therefore, the role of teacher and students in games playing are highly important, together with the organization of games in the language classroom.

<i>2.3.3.2. Organizing games </i>

Teachers or educators should be aware of these following notices about the preparation stage. At this point, meticulous planning is essential as it determines the outcome of the game-playing process. Thorough planning will encourage students to participate in the game. To sum up, preparing everything ahead of time is a crucial part of the game-playing process. Furthermore, it necessitates accountability from both educators and learners. When giving instructions, it should be known that no matter what the games are, they need to be neatly organized. This means dividing into groups, seeing if students have enough material, and most of all making sure students understand what to do. Simply reading the rules is not enough. Every game needs a good introduction, which means an explanation - not just reading - of the rules, and it also needs a short demonstration of a few steps or a play. Here teachers can use their native language if necessary. According to Rixon (1981, p.57), “it is a waste of time to throw unprepared students into an activity that they have not yet fully graphed; things will go wrong very quickly, and you (teacher) will then have to spend more time trying to fix the situation.” Giving students a thorough rundown of a new game is also beneficial because it shows them precisely which language structures they can

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work on while playing the game. While playing games, the role of the teacher becomes limited and the role of the student, on the contrary, becomes more important. The final stage is post game playing. In this stage, it is always necessary to give comments or feedbacks to players after every games. Students like to hear praises even for smallest things like picking up the correct cards and they also love receiving encouragements from teachers. Besides, they are more willing than ever to have their language errors corrected. This is slightly different from formal feedback, and it helps create an enjoyable amotsphere where students welcome comments from their teachers with relaxed attitude.

To sum up, the reseacher have looked at the following studies related to language games indicates that games play an important role in foreign language teaching and learning and used them as guidance to choose games, organize and evaluate the results of game.

<b>2.4. Review of the previous studies </b>

A number of significant international studies have contributed to the body of knowledge regarding the effects of language games on grammar competence. One scientific research named “The use of game in learning English grammar” by author Sultanova D.T. (D.T, 2011). This scientific journal article mentioned the reasons for the use of language games in teaching English grammar. The author demonstrated the advantages of visual support which owned the important role in rasing the memory of grammar. Furthermore, the author also supported the use of vivid games in teaching grammar. Nevertheless, this study solely focused on the explaination is theoretical issues without practical study in a particular environment. Therefore, the research results are for theoretical reference only. Another related study by Polona and Silva (2019), has presented the results of an

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experimental study conducted to test the hypothesis that grammar game-based activities are a more effective way to teach grammar than more conventional ELT activities. The experiment's findings demonstrate how effective it is to teach grammar to young students by using games. In a study in 2020

<i>called“Effectiveness of Using Games in Teaching Grammar to Young Learners” – authors: Gülin Yolageldili and Arda Arikan studying the </i>

perspective of Turkish EFL teachers employed in elementary schools, the study examined how well games teach grammar to young students. According to the study, Turkish EFL lecturers do not employ games in their classrooms as frequently as one might think, even though they acknowledge that they are an effective tool for teaching grammar. Therefore, this study shed light on the suggestion to use games in the classroom and highlighted the positive attitude of English teachers towards games. These afore-mentioned studies have provided a solid foundation for the current investigation into the application of project-based activities to improve the grammar competence of sixth-grade students in Hai Phong. They have done this by analyzing the overall effectiveness, practical implementation, cultural factors, best practices, and teacher support.

Vietnamese Studies have also made significant contributions to acknoledge the implementation of games in improving students’s grammar

<i>competence. One study in 2011 titled “The use of games in teaching English grammar to the 10th form students at Thang long high school” by Loan Tran (2011) have presented some essence. First and foremost, the research findings </i>

indicate that the grammar lessons being taught by teachers currently do not meet the needs and interests of their students. Second, the study demonstrates that students were in favor of grammar games and encouraged to learn English grammar through games, as evidenced by the students' positive

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achievement test results following a six-week experiment (using games to

<i>teach grammar). Another similar study is “An evaluation of using games in teaching English grammar for first year English-majored students at Dong Nai technology university”- author Lien Cam and Thi Minh Thu Tran in </i>

2017. The purpose of this study is to examine how games are used to teach grammar to first-year English majors at Dong Nai Technology University. In the paper, a combination of quantitative and qualitative methods were used. The results show that using games to teach grammar to students and lecturers has both benefits and drawbacks. Therefore, it is recommended that English lecturers use game applications. Additionally, it demonstrates how positively students view grammar instruction.

All the previous studies conducted in Vietnam and outside of Vietnam have provided valuable insights on the relationship between grammar and language games, thereby giving this study a solid background of knowledge to rely on. On the other hand, although there is a lot of research regarding the relationship between language games and grammar teaching, this study is different from those studies. While most of the previous studies have focused on the general effects of games on students' grammar learning. This study, apart from that, aims to determine the effect of language games on students' ability to use grammar.

<b>2.5. Concluding remarks </b>

The literature review in Chapter 2 concentrated on important ideas about grammar proficiency and games. The research gap was found, underscoring the necessity of more research into the use of games to improve students' grammar proficiency. The chapter explored the meanings of game-based learning activities, outlining their phases and elements, and highlighted the benefits of using them in the process of teaching and learning. In addition,

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the definitions of games and grammar were examined, providing a comprehensive grasp of the idea. It was also determined how games affected students' grammar proficiency, which provided insight into the possible advantages of including such activities.

Overall, Chapter 2 provided a comprehensive overview of the literature and set the stage for the following chapters, which will delve into the research methodology and findings.

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<b>CHAPTER 3: METHODOLOGY </b>

This chapter provides more information about the data collection methods used to analyze the research questions. Data from the pre-test, post-test, questionnaires and interviews were collected during the implementation of language games. This chapter details specific research methods, procedures, action research methods, data collection tools, and analysis techniques.

<b>3.1. Restatement of research questions </b>

This study is guided by the following question :

1) To what extent do language games help enhance the grammar competence of sixth- grade learners at a secondary school in Haiphong?

2) What are the attitudes of 6th- grade students at a sceondary school in Haiphong towards the use of language games in English grammatical lessons?

<b>3.2. Research approach </b>

The application of action research provides researchers with a framework to apply real intervention techniques in practice, assessing their effects and obtaining deeper insight into their teaching methods. The explanation of the meaning, principles, and approach to conduct action research has been provided in the following sections.

<i><b> 3.2.1. Definitions of action research </b></i>

Kurt Lewin (1946) described action research as a type of comparative research that focuses on investigating the conditions and consequences of different types of social action, with the ultimate goal of informing and guiding further social action. Notably, this research approach follows a spiral process, characterized by a continuous cycle of planning, taking action, and gathering factual information to evaluate the outcomes of the action.

Action research, according to Parsons and Brown (2002), is an

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investigative strategy designed especially for teachers to address problems and improve their professional practices in their own classrooms. It involves a methodical process of making observations and gathering information, which the teacher-researcher can use for introspection, making choices, and developing more effective teaching strateg ies

<i>According to Nunan : “Action research is a form of self-reflective inquiry which is carried out by practitioners, aimed at solving problems, improving practice, or enhancing understanding” (Nunan, 1992) </i>

From my point of view: Action research can be divided into two fundamental components: action and research. Action research involves using existing scientific research to plan and take action in order to solve teaching

<i><b>or learning problems in the classroom. 3.2.2. Principles of an action research </b></i>

Many authors have provided guidelines for action research principles, some of which are listed below:

Action research proposes "trustworthiness," or the veracity and honesty of the data analyses, reports, and interpretations, as stated by Zeichner and Noffke (2001). The values that participants acquire from the research are referred to as "worthwhileness" by Bradbury and Reason (2001).

Furthermore, as explained by Greenwood and Levin (2007), credibility encompasses two things: external credibility, or the dependability of research findings to those who are not involved in the study, and internal credibility, or the significance of the knowledge gained by participants. Since the concept of trustworthiness and worthwhileness in action research is clearly covered by the term "credibility," the goal of this study is to meet the credibility principle.

In general, it is acknowledged that the mean principles of action research are validity, credibility, and reflective critique.

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<i><b>3.2.3. Models of an action research </b></i>

There are a number of research models that are developed by various researchers. Some of the most popular and widely used are the following:

One action research model is described by Somekh (1989) and McBride (1995: 27). It entails selecting an area of interest or problem, gathering and analyzing data, formulating hypotheses, organizing and carrying out action steps, keeping track of changes through data collection, assessing and evaluating the results, and organizing the following cycle.

According to Burns (1999), the action research process is dynamic and fluid because different elements like identification, planning, data collection, analysis, and reflection are woven together rather than being distinct or set in stone. The revised version by Burns (2010:7) emphasizes that, even with disparate terminologies, all action research models aim to accomplish the same thing: systematically investigate issues in the classroom, implement improvements, and enhance the process of teaching and learning. Planning, acting, observing, and reflecting in a dynamic manner is how this is accomplished.

A four-stage model is proposed by Kemmis and McTaggart (1988) that is typified by a spiral of cycles, each of which has four stages. To start, a thoughtful action plan is created to deal with the existing circumstance. After the plan is put into action, its results are observed. These observed effects inform subsequent cycles and provide a basis for reflection.

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<i><b>Figure 1: The cycles action research by Kemmis and McTaggart (1988) </b></i>

These four fundamental steps make up a research cycle that can be spiraled or continued until the action researcher determines the process is finished and a satisfactory result has been obtained. Through this continuous process, teacher-researchers learn more about practice and action inquiry, and they apply what they have learned to implement planned enhancements in education.

Utilizing the action research method in this study was crucial. In summary, the researcher applied action research based on Kemmis’s model (1988). This method offers several benefits, such as the opportunity to implement real intervention strategies within a specific context, collect and analyze empirical evidence to evaluate effectiveness, collaborate with colleagues and stakeholders for a comprehensive understanding of the issue, enhance professional growth, and improve outcomes for students or stakeholders. The model consists of these key stages: planning a change, planning and observing, reflecting, re-planning, acting and observing again, reflecting again.

<b>3.3. Procedures of the research </b>

The study followed a specific process, which involved four main stages of the action research method designed by Kemmis’ model (1988): plan, action, observation, and reflection.

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Utilizing this method, the researcher spent 8 weeks and carried out activities related to the grammar points and topic that students have been introduced in class previously. The knowledge selected are from the English textbook Global Success for grade 6. The stages in this reseach are described in the following section.

<i><b>3.3.1. The stages of implementing language games in the classroom. </b></i>

The first stage:

<b>“plan” </b>

The researcher asked students to take a pre-test to collect the data on their learning abilities, then introduce students the plan of 8 weeks learning English grammar

Carry out the experiment for 8 weeks implementing games to help students revise and practice some specific grammatical points. These grammatical features have already been taught; however, the teacher has noticed that students still have difficulty using them correctly.

During the four first weeks of the study, the researcher made some quick observations and decided to revise the plan of the later half of the study for better results.

The last stage

<b>“reflection” </b>

Teacher continuously assessed students’ grammatical competence. Besides, students’ reflections on their own learning process were generated by answering a list of questions and through interviews. In the end, necessary changes were made for the next activities or research in the future.

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<b>i) Planning the action </b>

Before applying the intervention, the researcher carried out a pre-test for the students to assess their understanding and capability to use the selected grammatical points. After collecting data from the test, the teacher assured the problems of students having troubles with grammar. Hence, the teacher began to implement the treatment using language games in every in order to increase students’ interest and their grammatical competence. All planning including lesson plans, media and teaching aids were well prepared. The teacher at first designed the corresponding activities and planned to change the lesson plans and activities accordingly to satisfy any necessary change needed after reflecting the first cycle.

<b>ii) Implementing and observing the action </b>

The researcher implemented the activities which were carefully planned in the previous phase through six steps following following Papandreou (1994):

<b>Step 1: Preparation </b>

The researcher played the role of a teacher as well as acted as an observer, coach, a guide, a facilitator, and students did their tasks required in this stage.

At the start, the teacher introduced the objectives, results and progress of the game activity. The students were divided into groups by the teacher depending on the requirements of the game. Each group had an active and well-educated student who was chosen as the team leader. This member was responsible for connecting the team and for the work to be completed.

<b>Step 2: Planning </b>

The researcher and her students talked about the products of the activities and what was needed for each group in the second stage. Students chose the tactics and were

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required to understand common forms of grammar, relevant vocabulary, and how to gather information for the task. Before students completed the task during this period, the teacher had to provide scaffolding, necessary vocabulary, connectors, and helpful structures.

<b>Step 3: Research </b>

The next stage, the teacher helped students do the activity’s products through supporting facilitates if necessary. Besides, the teacher guided them how to use technology to gather information, each group member found and shared one relevant information source with group members. From such references, members in groups discussed together to reach a agreement. The researcher provided them a large number of various activities to engage their learning.

<b> Step 4: Conclusions </b>

Following a revision of data collection and interpretation procedures, students presented their findings. Additionally, the teacher asked the class to rework in groups and turn in the results of their final products. They discussed, bargained, reached a compromise, and made choices. Prior to their presentation in class, students were also asked to rehearse at home.

<b> Step 5: Presentation </b>

Teacher focused on monitorning, observing and giving support to studnets at this stage. After receiving instructions from teacher and studying all information given, groups partcipate in the activities. While a group was doing, the other groups listened and watched closely in order to learn from their peer’s performance and give comments and feedback for that group’s presentation. The teacher observed

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In the last stage, the teacher made comments on her students’ performance and their efforts. The teacher assessed

<i>students’ products based on the written tests. Teacher also </i>

engaged students to give their comments and evaluation on

<i>the learning process they have made. Finally, the teacher </i>

identified strengths and weaknesses to have appropriate changes for the future adjustments.

For each activity, the specific requirements and tasks can be outlined as follows:

<b>Cycle 1 </b>

<b>• Preparation: </b>

The reseacher played the role of a teacher as well as acted as an observer, coach, a guide, a facilitator, and the selected students did their tasks required in this stage.

To begin with, the teacher informed the games which were going to be conducted in the first cycle. The introduction part included the objective of

<b>the games ( which is to practice present simple tense and present continous tense) , the rules of the games and the aids or equipments needed. </b>

Students got to know the rules and raised questions for any area they did not understand. The teacher helped explain all things students found confusing. In this stage, the teacher sometimes provided futher support for students by illustrating how the games should display so that the students have clear overview of the games.

<b>• Planning and research: </b>

In the context of using language games in the classroom, the step called

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planning and research could be made as one. In this step, students are divided into groups and they started discussing their understanding of the games and their strategies to participate in the games.

<b>• Conclusions: Students drew conclusions based on the analysis of the </b>

collected data.

<b>• Presentation: </b>

Students participated in the games enthusiastically and tried their best to win the games. Sometimes the teacher played the role of supervisor and host, and sometimes she handed the role over to some capable students. The teacher made sure that the games were carried out well and smoothly.

<b>• Evaluation: </b>

Students are asked to give feeback or evaluation for their peer/ group performances. The teacher also assessed and consolidated students’ knowledge by asking students to explain their choice or give more related examples. Finally, the teacher gave overall comment on how well the students did and also reminded them of the part of knowledge they still strugged with for further practice.

<b>Cycle 2 </b>

Before Cycle 2 begins, the researcher made some changes to the process as she decided to increase the frequency of games in a lesson. She noticed that students had positive attitude towards games in the first cycle, and they performed better in the post test of cycle 1, but they still made some common grammar mistakes. Moreover, as students expressed their anticipation for more types of games and more interesting games in the future, the reseacher decided to use more interesting games with higher frequency in the second cycle.

The similar steps were repeated in the second cycle but with changes mentioned above:

</div>