<span class="text_page_counter">Trang 1</span><div class="page_container" data-page="1">

NATIONAL ECONOMICS UNIVERSITY

FACULTY OF FOREIGN LANGUAGESDEPARTMENT OF BUSINESS ENGLISH

EVALUATING THE EFFECTIVENESS OF USING ONLINE GAMES IN

TEACHING ENGLISH GRAMMAR TO ELEMENTARY STUDENTS AT

SPEAKOUT ENGLISH CENTER

STUDENT: LE PHUONG THAO

</div><span class="text_page_counter">Trang 2</span><div class="page_container" data-page="2">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

NATIONAL ECONOMICS UNIVERSITYFACULTY OF FOREIGN LANGUAGES

DEPARTMENT OF BUSINESS ENGLISH

EVALUATING THE EFFECTIVENESS OF USING ONLINE GAMES INTEACHING ENGLISH GRAMMAR TO ELEMENTARY STUDENTS AT

SPEAKOUT ENGLISH CENTER

STUDENT: LE PHUONG THAO

Hanoi, March 2023

</div><span class="text_page_counter">Trang 3</span><div class="page_container" data-page="3">

First and foremost, I would like to express my sincere gratitude to my supervisor,Mrs. Do Thi Kieu Lan, M.A. for her valuable time, feedback, intriguing andmotivating ideas, helpful guidance, and worthwhile supervision as I worked on mythesis. I also could not have undertaken this journey without my instructor and myboss, M.A. Le My Linh at SpeakOut English Center who has generously providedme with knowledge, expertise and all materials I needed for my teaching.Furthermore, this endeavor would not have been possible without the generoussupport of all the professors and teachers in Faculty of Foreign Language inNational Economic University.

I am also grateful to my classmates and my teammates, especially my colleagues

working in different apartment in SpeakOut English Center, for their unconditionalhelp, nightly feedback sessions, and moral support. In addition, I am thankful forall my students in my teaching classes, especially KC2 who have been mycompanions in this research. Thanks also to the university librarians, researchassociates, and study participants who have influenced and inspired me.

Finally, it would be remiss of me not to mention my family, particularly my

parents, older sister, and best friends. Your trust in me has kept me motivated and

enthusiastic throughout this process. The unconditional love and support fromthem are two of my biggest inspiration to accomplish this study. I also want tothank my little nephew for all the entertainment and emotional support.

</div><span class="text_page_counter">Trang 4</span><div class="page_container" data-page="4">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

TABLE OF CONTENTS

ACKNOWLEDGEMENTTS... cọ HH HH HH 01 0000500368600805816050010306 i

TABLE OF CONTENTS. ...ccccsssssssssssssssssssssssssssscssssssssssesssssessssssssssssessssseseess iiLIST OF ABBREYVIA TIONNS... cọ HH H000 0080006000050 MLIST OF FIGURES ... 5c G5 Ă <9. H008040038058050008080808 886 vi

ABSTTRACCT... 5c SH TH. 0. 0000 0400040080500400000001010000080 vii

CHAPTER I: INTRODUCTION ...csssssssssssssssssssscssesessccsesessesersessessnsessesees 1I. BACKGROUND OF THE RESEA RCH...5 555555 << s=sses 1

TL. RA TIONALE... œ5 n3 900350838880588384601803816018058100 008 3

HH. PURPOSES OF THE RESEARCH ...--- << c<<css°<sesssssee 4TIT. RESEARCH QUESTTIONS... SH HHY 0111660580166 05 06 5HH. SCOPE OF THE RESEARCHH... c5 G5 Ăn. 121901951556 5IV. RESEARCH METHODS ... œ5 s9 90060650 85865668688856 5V. STRUCTURE OF THE RESEARCH ...---< 55555 << s°sessesess 6CHAPTER IT: LITERATURE REV LIỀN... 000086086 .86 7T. OVERVIEW OF KEY TERME... Ăn nỲ1 Y1 151 1586566668856 7

1. GRAMMARR... ng TH TH TH TH HH HH TT TH nh 7

1.1. Grammar definitions ...-- 5 «+ 3 1 9 vn ng ng rưkt 71.2. Grammar teaching approaceS...-- -¿- + + se sssirsrrrrkre 82. GAMES IN GRAMMAR TEACHING ue ececceeeeeceeeseteeneeneteenees 82.1. Definition Of ØaIT6S...- --- 5 + + kg nh nh 82.2. IMPORTANCE OF USING GAMES IN LANGUAGE LEARNING 9

2.2.1. Motivation for learners ... -.-- «6 + 3 1 vn ng re 9

2.2.2. Providing practical and meaningful confexXt...- ---- -««- 10

2.2.3. Encouraging students’ collaboration toward a specific goal... 11

2.2.4. Effectiveness of using games in grammar learning and teaching 11

<small>li</small>

</div><span class="text_page_counter">Trang 5</span><div class="page_container" data-page="5">

<small>Le Phuong Thao — 11196260 — Ngơn ngữ Anh 61A</small>

2.3. CLASSIFICATION OF GAMES... net 12

2.4. PROCESS OF APPLYING GAMES IN LESSON EFFECTIVELY 14

2.4.1. CHOOSING A GAME ... ..- cv ng ng vrry 142.4.2. Playing a ØI€... ..-- Gv rry 14"0c 90900... ... 152.5.1. Overview Of KalhhOỌ...- chiết 152.5.2. History and develOpDIm€TiI...- - s5 5 S131 svEEseeeeereeeeres 17Il. OVERVIEW OF SPEAKOUT ENGLISH CENTER...-- 181. HISTORY AND DEVELOPMENT OF SPEAKOUT ENGLISH CENTER

aaiiaẳaiẳiỎỎỎỐ=Ỷ... 18

1.1. History of SpeakOut English CenIer...-- -.-- 5 eee cs+csseesess 18

1.2. TRAINING PROCEDURE IN SPEAKOUT ENGLISH CENTER .. 19

2. LEARNERS AT SPEAKOUT ENGLISH CENTER ...-- -- 19

IHI THE MODEL OF EVALUATING EFFECTIVENESS -—KIRKPA TRICK MODEL (1996) ...ce- << 5555555555555 5E s5°se ssese 20

IV. RESEARCH GA PS...-- nọ HH HH 0 0400800004000800008 00 23

CHAPTER IIT: RESEARCH METHODOLOGY...c< <5 cscc5sc5s°sse 26

I. RESEARCH PARTICIPATNTTS...c G5 H001 000 0500566 26

II. RESEARCH INSTRUMENTTS...- Ăn nen S111 5e ssae 27

III. RESEARCH PROCEDURES... c5 S2 00160050956 30

CHAPTER 4: FINDINGS AND DISCUSSIONS...ceeĂeSSĂSSSSeeeseeseee 33I. DEMOGRAPHIC PROFILE OF RESPONDENTS ...«-<<- 33II. RESEARCH RESULTS ...scsssssssssssssssecssssssecssesssesssesssesessesssseseessesess 351. ENGAGEMENT LIEV EÌL...-- --- 5 5 +25 E11 vn nh ng tư nư 35

1.1. EMOTIONAL ENGAGEMENT,... .-- - Ă nhe 35

1.2. BEHAVIORAL ENGAGEMENIT... .- ee n SH 37

1.3. COGNITIVE ENGAGEMENTẺ... ... TH nh HH HH rưy 38

1.4. ENGAGEMENT OF SHY STUDENTS... -- --- 2. c2 c<ce+ 39

<small>iii</small>

</div><span class="text_page_counter">Trang 6</span><div class="page_container" data-page="6">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

1.5. DISCUSSION WITH TEACHER DURING APPLICATION TIME 39

2. EFFECTIVENESS EVALUATION THROUGH SATISFACTIONLEVEL AND GRAMMATICAL RESULTS... -.-- 55+ +<<<<x<<cxsx2 40

2.1. LEVEL 1: REACTION...-.- -- cv HH HH như, 42

2.2. LEVEL 2: LEARNING...-- Ăn HH HH HH ngư, 44

2.3. LEVEL 3: BEHAVIOR & LEVEL 4: RESULTS...- 453. DISCUSSIONS S11 ... 453.1. Effectiveness level of using kahoot! In teaching English grammar orelementary students at SpeakOut English cenfer...-- --‹----«++s<+ 46

3.1.1. FOR STUDENTS IN SPEAKOUT ENGLISH CENTER... 46

3.1.2. FOR TEACHERS AND EDUCATORS...-.«. 47

3.1.3. FOR SPEAKOUT ENGLISH CENTER... -- ---<<<+2 50

3.2. DIFFICULTIES DURING THE RESEARCH... ... --‹- 50

ONLINE GAMES FOR TEACHING 1.0... ecccccceeeseseeceeceeceeeeseeeeeseeseeseens 52

CHAPTER 5: CONCLUSIONN... on HH HH 00050 050050010 0556 54

I. SUMMARY...scsssssssosssssccsssssscsessessessseessecsssesessossesscsssessesoseessesessessesesees 54

Il. LIMITATIONS OF THE RESEARCH AND RECOMMENDATIONSFOR FUTURE RESEARCHERS ... co Ăn 0058656 50 56 55

REFERENCES ...cssscsssssssssssssscssescsessssscessessessesessacsesessacsssessessssessessssesensseeess 58

APENDIKX...cccsssssssssssscssssssssssscsssscsssssssscsssssssessesssssssssssscsscssassessessessesssessesseseess 60

<small>iv</small>

</div><span class="text_page_counter">Trang 7</span><div class="page_container" data-page="7">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

<small>MOET Ministry of Education and Training</small>

<small>NO1, NO7. No.01, No.07</small>

</div><span class="text_page_counter">Trang 8</span><div class="page_container" data-page="8">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

LIST OF FIGURES

Figure 1: The fee to update Kahoot! in Vietnam. ...< 55s <sss<ssss 16Figure 2: The ready-to-use sources Of Kahoot!. ...cscccsscscsscscsessccssssceseeees 17Figure 3: Kirkpatrick Evaluation Model ...ccsccssssssssesssscsscccsscsssceesecees 21Figure 4: Demographic profile of grade 4 students in Mover class 1 ... 33Figure 5: Data analysis of student engagement in Kahoot! during the

SLAM IMatical LESSONS ...sccssscsssscsssscsssscsssccssccsssscsssscssscsssssssssssssssssssssssssssssseeees 36

Figure 6: Data analysis of satisfaction level of students with the application

Of Kaho0t! ú... 5-5 6 6 9 9990999 040 00000006 .940.010.0 401 0090098090090 40

Figure 7: The overview site of the game for CF€AÝOT...<< 5< ss<ss<s<es 47Figure 8: The editing site for Creator ... 0G G9. 09 08886896 48

Figure 9: Preview Of a Game SCT€NN... 0-55 G 5s S9 9 9.9905 05089686 48

Figure 10: Game modes in KiahOO(ÊỲ...--< 55-5 5 5 5< 9s 999 9589 85655 49

<small>VI</small>

</div><span class="text_page_counter">Trang 9</span><div class="page_container" data-page="9">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

Teaching and learning grammar are usually considered difficult and not

interesting. It is therefore critical for teachers to find an appropriate way of

teaching which is fun and effective. This paper mainly concentrated on evaluatingthe effectiveness of the method of using online games in teaching Englishgrammar. First, key concepts of grammar are provided including definition andgrammar teaching approaches. Second, games are explored in four main

perspectives which are definition, effectiveness, classifications and suggestions of

how to use effectively. It concluded with recommendations for teachers to prepareand apply appropriately the games in their grammar teaching, especially in thistechnology-driven era when the application of IT is considered as a prominent partof the education. This brings out a challenge to the researcher’s class, specificallyin SpeakOut English Center. In order to address this issue, an introduction toabout an innovation called “clicker” (Lantz, 2010) impacting on the level of

student’s engagement and evaluate its effectiveness in teaching English grammar.

Key words: effectiveness, online games, teaching English grammar, elementarystudents.

<small>vil</small>

</div><span class="text_page_counter">Trang 10</span><div class="page_container" data-page="10">

CHAPTER I: INTRODUCTION

I. BACKGROUND OF THE RESEARCH

In the 21st century, there is a need for everyone to keep up to date with the mostrecent trends and advances by taking advantage of the available modern resources.In order to enhance the innovative changes, it is essential to have a commonlanguage as a mean of communication for people globally to communicate andunderstand others. It is undeniable that English nowadays is the global languageand widely used in most of the professions and in most of the nations around theworld among thousand languages. According to Niyozova Aziza Ilysovna (2020),“English is the language of science, of aviation, computers, diplomacy, and

tourism” and “67 countries have English as their official language and there are 27

countries that have English as their secondary official language.”

Thus, as a result of global integration and technological development, English hasstarted to be widely studied and taught in various countries. “It is hardly surprising,then, that more teaching hours are devoted to English in the classrooms of the

world than to any other subject of the curriculum.” (Teaching English as a Foreign

Language, 2013).

Vietnam is not an exception. In this technology driven world, it is necessary tolearn English — the global language. In Vietnam, English is an increasinglyimportant language for business, education, and everyday life. With the rise ofglobal communication and the widespread use of English, many people in Vietnamare taking English classes and participating in fellowships and exchanges toimprove their English proficiency. After being a member of WTO, there is a

compulsory demand for Vietnamese labor to use English in their professions. Theimportance of English nowadays is undeniable that studying this language is acompulsory subject at every school in Vietnam. Focusing on providing practicaland efficient English lessons to students, Vietnamese English schools oftenintegrate techniques such as audio-visual learning, language exchange, andonline/virtual classes. This allows students to gain a more in-depth understanding

of English in a fun and engaging way. However, the application of traditional

English teaching program in most schools, from primary to university, is loweffective. According to Vietnam Education News (2022), many Vietnamesestudents after 7 years of studying English from Elementary level are not able to

</div><span class="text_page_counter">Trang 11</span><div class="page_container" data-page="11">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

understand and communicate in this language. Various recent research illustratesthat after completing secondary school, the only comprehension that can beabsorbed by students is a few basic information such as name, age or family.

Additionally, as cited in Vietnam Industry and Trade news, the learners nowadays

are the center of education who have to consider their learning process personallysuch as instructors, methods, programs and time. Therefore, modern Vietnameseeducators need update latest technological application in their teaching in order tomotivate and inspire learners. The educational apps or website are the supporting

tools as “virtual experts” creating more opportunities for learners to approach

academic resources and reach for their studying goals easily. Therefore, there isno doubt that the investigation of new teaching English methods to young learnersis considered as a prominent field for many international educators and game is

one of the most vital elements in any language course.

According to Ibrahim (2016), “games are one of the best ways to direct younglearner’s energy not only to learning grammar but also to many skills and areas ofthe language” (p. 51). In Vietnam, Associate professor Ph.D. Nguyen Thi Hoang

Yen, Vice President of Vietnam Institute of Educational Sciences stated that the

application of online games in education will increase the educationaleffectiveness and raise interests from students. The virtual images and actualinteraction in online games will avoid the triteness of traditional methods andgiving learners more stimulation during the lessons. This paper mainlyconcentrated on the method of using online games in teaching English grammar.Worldwide students are concentrating on learning four macro-skills includingspeaking, listening, reading and writing which might ensure them to have a smoothcommunication in various contexts. However, it is essential to acknowledge thatthe main bridge which connects all words and sentences together is grammar. AsBatstone (1994) emphasized that “language without grammar would certainlyleave us seriously handicapped” (p.3). Generally, many studies have agreed toinclude games as one of the vital elements in grammar teaching.

Phillips (1993) defines “young learners’ as children between five or six years oldto eleven or twelve years of age. It is natural that they are motivated unconsciouslyby fun and interesting things rather than a conscious certain learning target. Gamescan help make educational content more intriguing and fun and can allow studentsto practice and develop skills in a safe and low-stress environment. Educationalonline games can also help build collaboration, personalize learning, and provide

</div><span class="text_page_counter">Trang 12</span><div class="page_container" data-page="12">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

real-time feedback. These games can open new opportunities to provide uniquelearning experiences for students. Lewis and Bedson (1999) have mentioned thisidea about the additional variety of games in a lesson which can gain motivation

of children by encouraging them to use the target language. Nevertheless, theyhighlighted that "language learning will not be the main motivating reason for

many children between the ages of four and twelve, especially the youngest. Thisstimulation can be provided by games. Similarly, McCallum (1980) wrote in hisbook 101-Word Games: For Students of English as a Second or Foreign Languagethat "games always raise student attention, a correctly presented game can be oneof the highest motivational tactics." as mentioned on page 220 of Yolageldili &

Akiran (2011). In other words, games enhance pupils’ interest in language-relatedclassroom activities, which immediately motivates and increases their desire to

study. It is true that the effectiveness of the lesson and the level of perceivedknowledge can both be considerably impacted by the students’ engagement.

The current problem is how to increase student engagement after applying an arrayof conventional teaching strategies and instruments, such as educational games,timers, and reward systems, within the limits of the research. Also, as a result of

recent inventive developments, particularly with regard to Kahoot!, their reaction

to a new teaching instrument known as a "clicker" will also be heavily examined.Kahoot! is a game-based learning platform that "makes it easy to develop, shareand play learning games or trivia quizzes in minutes," according to the company'swebsite. This game can be played either individually or in teams. However, thedetails about the effectiveness of games, selection of appropriate games or suitabletime to use games in grammar teaching remains unclear. Thus, the purpose of thispaper is to review recent research into the use of games in teaching English

All of information above is the context of the research “Evaluating the

effectiveness of using online games in teaching English grammar for elementary

students at SpeakOut English Center”.

Il. RATIONALE

There are four main reasons for doing this research: the ease of approaching

elementary students at Speak Out Center, researcher’s personal interest with

Kahoot!, the optimal age to learn a foreign language and the development of neweducational advances. Firstly, as being an intern teacher of Speak Out English

</div><span class="text_page_counter">Trang 13</span><div class="page_container" data-page="13">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

Center, whose targeted learners are in the age between 6 to 12, I have greatopportunities to approach to elementary students daily. The collection of theirresponses toward educational games is at ease as they can be added during theirlessons. The researcher also has personal interest in the online game namedKahoot! Secondly, the researcher wants to help her current workplace to adjustteaching methods into a more creative and innovative way which would motivatethe students at SpeakOut Centre to study English better. Thirdly, Wilder Penfieldin his neurophysiological mechanisms of speech stated that the time to beginsecond language learning "in accordance with the demands of brain physiology"is between the ages of four and ten. Psychologists and linguists seem to agreegenerally that early childhood is the time for second language learning (Leonor A.Larew, 2014). Moreover, children of this age range are motivated to learn more

concentratedly if they consider their learning as a fun activity as a game. Accordingto Bc. Lenka Musilova (2010), the age when children can start think logically andare able to learn grammar should be around 7 and to more than 11 years old whichare named as Concrete Operational Stage and Formal Operational Stage.Therefore, the chosen participants who are 10 years old are appropriate as theyalready have personal experience and begin to solve more complex task asgrammar. It is undeniable that the application of educational games into teachingelementary students would be an effective method for English educators globally.The research would help teachers globally to apply online games in their teaching

in an appropriate way. Finally, in this technology driven era, it is necessary toapply new advances into education. The study will be introduced by an innovation

which is the application of “clicker” (Lantz, 2010). This is a student responsesystem that enables students to use a remote device to send an instant message oranonymous responses to the questions that have been presented. An immediate

collection of all results will be provided on the teacher’s monitor screen which are

helpful for teacher in evaluating students.

I. PURPOSES OF THE RESEARCH

This research has two purposes. The first purpose of this paper is to evaluate theeffectiveness of using “clicker”, specifically Kahoot! in teaching English grammarto young learners, especially elementary students in general and specifically at

Speak Out English center. The advantages and disadvantages of Kahoot! will also

be identified in this paper in order to motivate students’ interest and participation.

</div><span class="text_page_counter">Trang 14</span><div class="page_container" data-page="14">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

Various strategies including reward systems, educational games and activities havebeen applied but the fact is that students are losing interest with them due to theirfamiliarity and the need of a new teaching strategy is raised. Therefore, the

application of student response system or “clicker” (Lantz, 2010) is considered as

a solution for the current issue. As a result, by carrying out this study, numerousrecommendations for English educators locally and globally will be given out to

adjust their teaching more effectively with gaming in their classes and support forfurther researchers. This is also the second purpose of the research.

III. RESEARCH QUESTIONS

The research aims to answer two following questions:

1. “What is the level of effectiveness of using “clicker” in teaching Englishgrammar for elementary students at SpeakOut English center?”

2. “What are the recommendations for educators and future researchers in using

online games for teaching?”

HH. SCOPE OF THE RESEARCH

The research's focus is on evaluating its effectiveness. It is being conducted at theSpeakOut English Center in Hanoi, Vietnam, where the researcher is presentlyteaching a class of elementary pupils. The class includes 20 students who are inGrade 4 of different public schools. They are all at the same level which is Al

(following Common European Framework of Reference for Languages - CEFRLevel) or Movers (following Cambridge English Qualifications designed for

young learners). The class is happening continuously every week, with 2 lessonsof 1 and half hour each week. The textbook used currently is Our World 3 (fromNational Geographic Publication). The research will be conducted in 3 months.The online game which was chosen to accomplish this research is Kahoot!, an

website with many varieties of interactive games, mostly by answering quizzes onpersonal devices.

IV. RESEARCH METHODS

Primary and secondary data: Due to the limit of time, this research paper isfollowing the secondary research approach. Seventeen articles and books which

</div><span class="text_page_counter">Trang 15</span><div class="page_container" data-page="15">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

relate to the topic of grammar, games use in grammar teaching and learning arereferred for the research. Some hard-copy books are thoroughly chosen from well-known authors such as Ur (1988), Ur (1999), Wright, Betteridge and Bucky (2006)

or Rinvolucri (1984) in order to ensure the quality and relevance of references andinformation used for the research.

Collecting techniques: questionnaire (feature slightly with classroom observation),semi structured surveys

Processing techniques: a descriptive qualitative method

V. STRUCTURE OF THE RESEARCH

The research includes five chapters. Chapter I will provide an overview of thestudy following the procedure: background of the research, research rationale,purposes of the research, research questions, research methods and research scope.Next, in chapter II, an overview of the literature relating to English grammar and

educational games, specifically Kahoot! will be given. Thirdly, chapter III namedas research methodology will deliver questionnaire and the observation. Thischapter also provides information about the research participants and how theresearcher collected and analyzed data. In chapter IV about Findings and

discussions, the research results, contributions, limitations will be summarized anddiscussed. Thus, recommendations for future studies and researchers will beadded. Finally, in chapter V, the author will recapitulate the research.

</div><span class="text_page_counter">Trang 16</span><div class="page_container" data-page="16">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

CHAPTER I: LITERATURE REVIEW

Chapter I is the introduction of the study which provides information about theresearch context. Next, the revision of the literature relating to English grammar,

educational games, the “clicker” will be illustrated in this part. In addition, the

finding about Kahoot! will be emphasized in this part. Also, chapter II will give

out an overview of SpeakOut English center and its learners.I. OVERVIEW OF KEY TERMS

1. GRAMMAR

1.1. Grammar definitions

As a Starting point, Ur (1999) defined grammar as “the way words are put togetherto make correct sentences” (p.75). This explanation seems to be simplest and close

to common understanding what grammar is. In another book, Ur (1988) mentionedthe definition of grammar in a clearer way that “Grammar may be roughly definedas the way a language manipulates and combines words (or bits of words) in orderto form longer units of meaning” (p.4). It is shown that two definitions are slightlydifferent in terms of the main purpose of grammar, the former is to make correctsentences, and the latter is to form longer units of meaning which can mean smallerunit such as words, clauses or sentences. However, they both emphasized the

significant role of grammar in language.

Speaking of this crucial role, Crystal (2004) stated that (as cited in Tuan & Doan,2010, p.61) “Grammar is the structural foundation of our ability to expressourselves. The more we are aware of how it works, the more we can monitor themeaning and effectiveness of the way we and others use language. It can help fosterprecision, detect ambiguity, and exploit the richness of expression available in

English. Additionally, it can help everyone, not only teachers of English, butteachers of anything for all teaching grammar is ultimately a matter of getting to

grips with meaning.”

It can be seen that mastery of grammar is necessary for not only students but alsoteachers and everyone who needs to express accurately and effectively meaning ina conversation. Therefore, teaching grammar 1s more critical since it is the key linkto build up meaning from words. Although, the question of how to teach grammar

</div><span class="text_page_counter">Trang 17</span><div class="page_container" data-page="17">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

interestingly and effectively is still under debate as students may find it difficult orboring to master this language skill.

1.2. Grammar teaching approaches

Over decades, there have been various approaches of grammar teaching andMusilová (2010) listed five common methods. First, Grammar — Translationmethod which requires students to read and translate given text. This method is

very common and widely use recently. Next, The Audio-Lingual method is

applied for listening and speaking with the use of dialog. Students, especiallyyoung learners are supposed to listen and repeat the drill containing a grammarstructure. Thirdly, Communicative Language Teaching and CommunicativeApproach teach students mostly through communication. It focuses on the use of

language rather than accurate grammar structure. It is suggested that this methodshould not be used for beginners who have not had a based knowledge of the

language. Fourthly, Total Physical Respond is the preferable method for

beginners. Students are only required to correctly follow the instructions fromteachers without the force of using grammar structure. This method concentratedmore on the comprehension and meaning than production of language. It is advisedto apply for children. Last, The Natural Approach: like its name, students learna second language in a natural way which is similar to how they learn their firstlanguage. Meaning is the focus, not the correct grammatical structure. This methodhas some common perspectives as Total Physical Respond since students are not

forced to speak until they want.

2. GAMES IN GRAMMAR TEACHING2.1. Definition of games

Hadfield (2000) defined “a game is an activity with rules, a goal and an element

of fun” (p.8). He also emphasized that game should be considered as “an integral

part of the language syllabus, not as an amusing activity for Friday afternoon or

for the end of term” (p.8). Games don’t just entertain students with fun; they serve

the main purpose as a teaching method which can deliver knowledge and carry outtasks. Students play games in a controlled environment through rules and clearinstructions. Talak-Kiryk (2010) also supported the element of “fun” in games, butshe emphasized the advantages that games provide learners such as the promotionof interaction, thinking, learning, and problem-solving strategies. She also notedthat these mental skills are learnt through physical activities of games.

</div><span class="text_page_counter">Trang 18</span><div class="page_container" data-page="18">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

In another broader perspective, cited in Talak-Kiryk (2010), Martinson and Chu

(2008) defined games as “effective tools” which provide students a risk-free

environment where they can explore and make decisions comfortably. They alsoadded that in order to play games, a combination of actions, thoughts and behavioris required to reach a specific goal. Through this combination, learners haveopportunities to practice and learn strategizing skills, different ways to makedecisions and flexibility in thinking. Not only being helpful to students, but games

are also a useful “diagnostic” tool to teachers “who can note areas of difficulty andtake appropriate remedial action” (Hadfield, 2000, p.8).

Therefore, games are fun but helpful to both learners and teachers in the learningprocess. However, to achieve its correct purpose effectively, it is noted that

instructions and rules must be clear and well-explained.

According to Caillois (1957), the definition of games is following 6 specific factors(as cited in Tuan & Doan, 2010, p.68):

“A game is as activity that must have six following characteristics:

° fun: the activity is chosen for its light-hearted character.

° separate: it is circumscribed in time and place.

° uncertain: the outcome of the activity is unforeseeable.

° non-productive: participation is not productive.

° governed by rules: the activity has rules that are different fromeveryday life.

° fictitious: it is accompanied by the awareness of a different reality.”In short, despite many different perspectives and components, most researchersagreed that games entertain and relax learners and include several effectiveness in

learning and teaching process.

2.2. IMPORTANCE OF USING GAMES IN LANGUAGE LEARNING

2.2.1. Motivation for learners

Language learning is a long process which requires consistent effort at everymoment. Learners not only need to study hard to achieve their goals, but they alsoneed a relaxing time as well as motivation. That is the reason why teachers bring

games into classroom in order to “help and encourage many learners to sustain

their interest and work” (Wright, Betteridge & Bucky, 2006, p.1). It is true that

</div><span class="text_page_counter">Trang 19</span><div class="page_container" data-page="19">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

learning becomes easier when students are motived either in an extrinsic or

intrinsic way. McCallum (1980) in his book 107 word games: For students of

English as a second or foreign language has emphasized this idea that “games

automatically stimulate student interest, a properly introduced game can be one ofthe highest motivating techniques.” (as cited in Yolageldili & Akiran, 2011, p.

220). This motivation is more necessary and essential with young childrenlearning a new language. Lewis and Bedson (1999) have supported this opinion by

arguing that language learning is not the “key motivational factor” to younglearners, but “games can provide this stimulus” (p.5). However, Ur (1999)

suggested that teachers should be careful not to overuse games as she believed thatthe purposes of games and language study are not the same. The former isenjoyment and the latter is a “serious goal-oriented work’. (p. 289). This is thereason why she insisted that “the danger that the obvious activity and enjoymentcaused by a game may obscure the fact that its contribution to learning is minimal”(p. 290). Thus, games can generate students’ motivation and enjoyment but it alsoshould be applied appropriately.

2.2.2. Providing practical and meaningful context.

It goes without saying that most learners study a new language with the purposeof better communication with others. The main goal is to communicate proficientlyand independently in different circumstances. In order to do so, practice is anessential part of the learning process. In formal classroom context, games are usedas one of the preferable methods which produce useful and meaningful context andopportunity for language practice. Wright, Betteridge and Buckby (2006)

explained that because “the learners want to take part, and in order to do so must

understand what others are saying and have written, they must speak or write in

order to express their own point of view or give information” (p. 2). They alsoadded that some games provide conventional drill exercises which focus on thelanguage form and its frequency in a limited amount of time. By repeating this

drill, the working of language tends to be as “living communication” (p.1).

Furthermore, this effectiveness also works well with young learners. According to

Lewis and Besdon (1999), “the game context makes the foreign languageimmediately useful to children” and “the game makes the reason for speaking

plausible even to reluctant children.” (p.5). This is the reason why Ur (1999)suggested that teachers should design games “in such a way that they areproductive of language learning” so that in a risk-free context, students are able to

<small>10</small>

</div><span class="text_page_counter">Trang 20</span><div class="page_container" data-page="20">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

practice the target language conveniently and effectively. However, it is worth to

note that “what matters, is the quality of practice” (Wright, Betteridge & Buckby,

2006, p.1).

2.2.3. Encouraging students’ collaboration toward a specific goal

In games, students are allowed to collaborate with each other to compete with otherteams therefore, they must strive to communicate and explain for the best answerby using target language. Ardiansyah (2017) emphasized this effectiveness in his

study that “the collaborative effort is promoting a spontaneous discussion aboutthe material, improving pronunciation, increasing participation, aiding in

comprehension, all while the students are thinking quickly on their feet.” (p. 230).

Besides the interaction with their peers, Lewis and Bedson (1999) also added

another interrelationship between learners and their environment where “theirteacher seeks to enlarge through the experience of a foreign language” (p.5). It is

true that language competence does not include the knowledge of grammaticalprinciples and sentence construction, but also knowledge of the norms that linklanguage to social and cognitive context. Therefore, learning language is learningthe behavior of a given society and its culture customs. For young learnersespecially, this knowledge seems more valuable while they can gain easily through

2.2.4. Effectiveness of using games in grammar learning and teaching

As a foresaid, grammar has a vital role in foreign language teaching and learning.Like Ur (1988) said that “there is no doubt that knowledge — implicit or explicit —of grammatical rules is essential for the mastery of a language: you cannot use

words unless you know how they should be put together” (p.4). Grammar is indeed

important and perhaps so serious and central in learning, however, learninggrammar is usually considered boring and uncomfortable. Therefore, it is criticalto find an interesting way to teach grammar such as games. Grammar games atfirst help to motivate students’ energy. As Rinvolucri (1984) illustrated, gamesallow students to practice vocabulary and grammar structures without theuncomfortable feeling that they are learning or they are forced to remember a newknowledge. For example, with the combination of competitive spirit and repetitionof specific structures in game instructions, students can remember new structureunconsciously and happily. In short, the element of fun in games generates energy

which leads to achievement of a specific lesson objectives.

<small>11</small>

</div><span class="text_page_counter">Trang 21</span><div class="page_container" data-page="21">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

In addition, Rinvolucri (1984) also mentioned four advantages of grammar gamesin his book Grammar games: Cognitive. Affective, and Drama Activities for EFLStudents. First, students are individually responsible for what they think grammaris about. During game competition, what students know in a grammar structuredecides whether they win the game or not. Therefore, they are responsible for theirown results in games. What is more, not only students, but teacher can alsounderstand the actual level of their students “without being focus of their attention”

(p.4). Thirdly, “serious work is taking place in the context of a game”. Activitiesin games turn the classroom atmosphere into a way that most students don’t realizethat they are learning grammar in the lesson. And “the ‘game’ locomotive pulls the

grammar train along” (p.4). Finally, an intensive game takes 15 to 30 minutes and

everyone in the class has to involve in the activity. It is interesting to note that

students work indirectly on grammar structures through playing games withoutknowing it.

2.3. CLASSIFICATION OF GAMES

Depending on different researchers, games are classified in different ways.

Hadfield (2000) divided games into two main groups which are “linguistic games”

and “communicative games”. The former focuses on language accuracy; the latter

concentrates on the successful communication in games such as delivering or

exchange information, filling information gap, etc. He suggested 8 categories ofgames which are:

° Guessing games° Search games

° Matching games

<small>° Matching-up games</small>

° Exchanging games° Collecting games

° Combining activities

<small>° Arranging games</small>

Another distinction which is introduced by Pathan and Aldersi (2014) is between

“physical games” and “digital games” (p.218). While physical games usetraditional classroom materials such as boards or flashcards to help students’

<small>12</small>

</div><span class="text_page_counter">Trang 22</span><div class="page_container" data-page="22">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

learning process, digital grammar games have a combination of digital tools whichhelps students to solve problems in different way.

In another specific perspective, Rinvolucri and Davis (1995) have mentioned 9kinds of grammar games in details as follow:

° Competitive games: games which require teamwork andcollaboration to play against other teams create unconscious study fromstudents.

° Cognitive games (Silent way): games that are “based on CalebGattegno’s ‘Silent Way” approach” allow students to “discover theregularities of the language by tightly teacher-guided trial and error work”

° Feelings and grammar games: games that focus on the expressionof students about themselves or reality. Students are able to learn grammar

indirectly and “absorb the grammar through peripheral vision” (p.12).

° Listening to people (Grammar in a counselling frame) which isknown as “anti-counselling exercises” creates a special atmosphere

between a pair of learners. These exercises allow the listener to make

assumption, proposition and feeling about the speaker.

° Movement and grammar games provide comfortableness fromlearners, deliver knowledge indirectly.

° Meaning and translation games which are usually applied tointermediate and advanced students might allow both students and teachersto experience an uncommon new part of language teaching and learning.

° Problem solving games demand students to solve technical, humanor cultural problems with a given set of grammar structures.

° Correction games are applied in a variety of ways with different

types of groups such as peer correction, group or class correction.

° Presentation activities

It is clearly seen that each type of games concentrates on different language items,carries different purposes, requires different skills and provides different results inlearning and teaching. Therefore, it is vital for teachers to choose thoroughly therelevant games for each lesson and each group of students.

<small>13</small>

</div><span class="text_page_counter">Trang 23</span><div class="page_container" data-page="23">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

2.4. PROCESS OF APPLYING GAMES IN LESSON EFFECTIVELY

2.4.1. Choosing a game

In order to produce a successful and smooth lesson, the first question of mostteachers is the way of choosing a suitable game. Pathan and Aldersi (2014) pointed

out that “teachers must have convincing reasons for choosing the game” (p.218).

Similarly, Nedomova (2007) also mentioned the importance of game purpose but

focusing on young learners. He suggested that teachers should consider thepurpose of the game where they avoid children from being bored or they helpgrammar revision and practice (as cited in Yolageldili & Arikan, 2011, p.221).Rinvolucri (1984) suggested three different purposes of using grammar for

teachers. The first purpose is for the teacher to understand student’s necessities and

lack in a specific area of grammar knowledge. Second, using games after agrammar presentation helps to measure the amount of knowledge that students

have grasped. Last, games could be applied as a revision of grammar area.

Various common criteria of game choice are suggested for teachers to follow. Thefirst factor which is mentioned by most authors such as Rinvolucri (1984),Pennington (1995) or Wright, Betteridge and Buckby (2006) is the level of

students. Beginner students can have different activities with intermediate oradvanced ones. Or elementary level might share the same activity withintermediate. As usual, teachers use game to revise or practice a specific grammarstructure, therefore, inappropriate games can be either difficult or easy to students.

Thus, the purpose of the lesson might fail. Secondly, each teacher is restricted by

a given amount of time to deliver a specific part of knowledge. Therefore, theconsideration of time for an activity or a game becomes critical. In Rivolucri andDavis (1995)’s book, they suggested different amounts of time of each game. Itcan range from 3 minutes each game to 50 minutes, depending on the type of game

and the grammar knowledge. According to Siek-Piskozub (1994), “the teacher caneither allocate more or less time depending on the students’ level, the number ofpeople in a group or the knowledge of the rules of a game” (as cited in Pathan &

Aldersi, 2014, p.218).

2.4.2. Playing a game

It has been agreed that preparation of games and game selection are necessary.However, the game operation should also be taken into account carefully.According to Musilova (2010), “all participants of the game must know the rules

<small>14</small>

</div><span class="text_page_counter">Trang 24</span><div class="page_container" data-page="24">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

and aims of the game. Rules should be clear and easy to understand. They need not

to be long”. (as cited in Pathan & Aldersi, 2014, p.218). As aforesaid, games are

not chaos; games contain rules and a goal. Clear, simple instructions are indeedvital in order to motivate students, provide a fun atmosphere as well as avoidfrustration or discouragement from students. Ibrahim (2016) called this as respectin the classroom, both from and to students. He suggested that teachers should give

respect to students by “giving encouragement and following the rules”. The most

educational value can only be generated in an environment of respect and safety

for children. In addition, classroom management is evenly important. Accordingto Pathan and Aldersi (2014), the management is not only based on clear

instructions but also a way of grouping students for the game. What is more,

teachers are not recommended to interrupt the game to correct students’ mistakes.

According to Celce-Murcia (1979), “interruption should be as infrequent as

possible so as not to detract from the student’s interest in the game. An alternative

to immediate correction is to make note of errors and discuss them when the game

is over” (as cited in Yolageldili and Arikan, 2011, p.222).

2.5. KAHOOT!

2.5.1. Overview of Kahoot!

Kahoot! is a famous website that permits users to create online slides of quizzesand surveys and is also known as a game-based learning platform. It allowsteachers to quickly create engaging, interactive quizzes and polls, which studentscan answer from their phones or laptops. It also features powerful analytics toolsto help teachers measure understanding and track progress. Schools, universitiesand businesses have the ability to create their own customized versions of Kahootand share them with students or staff. The purpose of creating Kahoot! is aneducational tool for educators globally to teach and review lessons for theirstudents which differentiates from the traditional teaching methods. In order to usethis website, the game hosts who are mainly teachers would have to create anaccount then open an URL link for students to join in by game PIN. In order tomanage this activity, in a class, the host needs to make preparation to display the

game on a big common screen (TV, projector or integrative white board) with

speakers for sound, and “students need to have access to an interne: -enabled

device of some kind (PC, laptop or, for the best experience a tablet or mobilephone)” (The SL 65-2 Summer 2017). Moreover, to create a quiz, the creators mustlog in their account first then choose the game types shown under “Create new

Kahoot!” before adding the name for the quiz. Afterwards, the creators press “Go!”

<small>15</small>

</div><span class="text_page_counter">Trang 25</span><div class="page_container" data-page="25">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

and the option to write their own questions or surveys is provided. The limitationof characters in each question is 80 while that of answer is 60. There are differentgame modes such as team mode (up to 100 teams at once), personal mode orcomputer competitors and various game formats like quizzes, slides, puzzles, poll,type answer or open-ended. In team mode, three teams are added automaticallyand more teams can be added by pressing the button “+”. Each possible choice isattached with a symbol and a color (usually red, blue, green and yellow) andplayers must select the color option that matches the answers on the commonscreen. After answering each question, a graph of the number of students choosingeach of the choices will be shown then the points will be shown up on the commonscreen and also inform the correct streaks of players; the worth of each quiz is 1000points. The longer the players retain their streaks, the more points they can get foranswering the next quizzes correctly. The teacher, which is the host of the game,can control the speed of the game by controlling the time length of the answer andbefore moving on to the next question. After each competition, the recognition for

player’s progress would be summarized and shown up on the host’s screen with

reporting tools that reward accurately over each question.

Kahoot! can be used in numerous creative ways. For instance, the creator can addan image or a YouTube video by placing an URL address in the ID requiring boxinstead of only some boring texts. Each quiz will have a time limit from a minimum

of 10 seconds to a maximum of 120 seconds called “Team Talk” time, two to four

multiple choices and more than one correct answer can be added.

The fee for basic functions of Kahoot! is free, nevertheless users must pay a small

fee (around $12 to 17) to unlock premium toolkit with all features. In addition, not

only creating their own quizzes, but teachers can also use ready-to-use resources

on its Marketplace with unlimited access in Premium version.

Figure 1: The fee to update Kahoot! in Vietnam.

<small>Most popular - Save 15%</small>

<small>Kahoot!+ Start Kahoot!+ Premier</small>

<small>for teachers for teachers</small>

<small>$3-99 eee 2700 $6-99,:</small>

<small>led a</small>

<small>16</small>

</div><span class="text_page_counter">Trang 26</span><div class="page_container" data-page="26">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

The Marketplace contains educational contents that fit for all ages, all subjects,and all lessons. Global creators or publishers can share their teaching content for

free or even for sale directly on the Kahoot! site or apps.

Figure 2: The ready-to-use sources of Kahoot!.

games in the classroom that promote learning is essential for educators in thetwenty first century. (International Journal of Instructional technology and distancelearning, 2015). This platform will create an interesting and competitive

environment that motivates studying.2.5.2. History and development

According to Wikipedia, Kahoot! was founded in 2012 by Johan Brand, JamieBrooker, and Morten Versvik in a cooperating project with the NorwegianUniversity of Science and Technology. In March 2013, Kahoot! was launched ina private beta at SXSWedu before publishing publicly six months later. In 2017,

the funding of Kahoot! has been raised 26.5$ million from Northzone, Creandum

and Microsoft Ventures. After three years, in October 2020, Kahoot! raised an

additional $215 million in venture capital funding from SoftBank. The revenue of

this company for full year 2020 is $45.2 million when this number in 2019 is $13

million, representing 247% year-over-year growth. The percentage of Kahoot’s

<small>17</small>

</div><span class="text_page_counter">Trang 27</span><div class="page_container" data-page="27">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

user base increased significantly by 40% in one year, from 2020 to 2021 duringthe COVID-19 pandemic. After a year of record-high growth, this platform hasreached 5 billion users worldwide. In 2023, Over 50 million Kahoot! accounts havebeen created and there are more than 100 million active users worldwide. For freeaccounts, Kahoot! allows 10 players to join at one time and the number of

participants for education accounts is 1000. For Kahoot! 360 Pro which costs $708

per host per year, 2000 players are allowed to play together at a time.

In 2013, Kahoot! received the EdTech Awards from the EdTech Europe Expo.According to the Kahoot! report in March 2023, “Kahoot! ranked in the top 20 in

Financial Times’ FT 1000 growing companies in Europe 2023” and stood at the

2"4 place in the “IT and Software” category.

Il. OVERVIEW OF SPEAKOUT ENGLISH CENTER

1. HISTORY AND DEVELOPMENT OF SPEAKOUT ENGLISH CENTER1.1. History of SpeakOut English Center

SpeakOut English Center was founded in 2016, belonging to Afro Asian

Company. SpeakOut’s first location was on Duong Buoi Street, Hanoi, Vietnam

before moving to Trang An Complex in 2019. SpeakOut has three departments:

teaching, media and financial with a total of 20 staffs. Its founder is a Vietnamesewho has been teaching English for 10 years in many different global schools in

Hanoi. This center’s main business is to educate young people from the age of 5

to 15, from beginner to advanced levels. In 2016, SpeakOut had five classes forElementary students and the academic program was followed Our World Bookseries by National Geographic. In 2018, SpeakOut opened a Vietnamese class forforeigners living in Hanoi to help them improve their communication not onlydaily life but also for professional working purposes. The class mainly focused on

speaking and listening skills and was taught by the founder. During the sameperiod of time, two communication classes for adults were started in order to

enhance their business English. The aims of these courses are to help learners usethis global language fluently and professionally in their careers and expandopportunities to work in international areas (local and overseas). The teachersfocused on teaching four language skills: reading, listening, writing, speaking.

After seven years of establishment, SpeakOut English center has gained thereputation among parents and students in Cau Giay area. Nowadays, this center

<small>18</small>

</div><span class="text_page_counter">Trang 28</span><div class="page_container" data-page="28">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

has over 100 learners with five classes for primary level and three classes for

IELTS level. In addition to the first teaching program, the adjustment for adding

more grammar lessons is provided as the educators perceive the importance ofusing grammar correctly not only in the academic test but also in daily life.

1.2. TRAINING PROCEDURE IN SPEAKOUT ENGLISH CENTER

Every class study two lessons per week, with the time length of 1 hour and 30minutes each day. SpeakOut will have an entrance test for learners in order toevaluate their English levels and understand their learning targets. The procedureof this test starts with a speaking test with a foreign teacher then they have to doapaper test including three parts: reading, listening and grammar vs vocabulary. Atthe end of the test, the manager of the center will discuss with learners and theirparents about their current studying target. The result will be announced after twoor three days of evaluation. Their studying process will be recorded andfeedbacked to their parents weekly in order to have precise adjustments. Most of

the classes have from 6 to 10 individuals with the instruction from one teacher

(both local and foreigners) and one teaching assistant.

Beside academic or grammatical lessons, SpeakOut usually has monthly activitiesfor students to experience and apply English in their practical life. Theorganization for students to have a picnic out with foreigners or a celebration for

English occasion (Christmas, Thanksgiving) will be managed by the founder and

staffs of SpeakOut. Nowadays, SpeakOut English Centre has become a trustworthyeducational company with a stable number of English learners. The new

educational advances are being updated daily into the teaching program so that the

students have opportunities to approach the global standard closely. Thus, the useof Kahoot! in SpeakOut’s lessons is an effective and beneficial method in order todevelop the teaching qualities and improve the student's academic performance.

2. LEARNERS AT SPEAKOUT ENGLISH CENTER

As mentioned, learners at this center are mostly at primary and secondarylevel between 6- and 15-years old in both genders and currently living in Cau Giaydistrict, Hanoi, Vietnam. They are sent to the center by their parents with different

learning targets such as developing skills, improving academic performance or

achieving communication fluency. Currently, SpeakOut’s students are studying inboth public and international schools located in Hanoi. They all have Englishlessons every week as a compulsory subject (roughly 4 hours to 7 hours per week).

<small>19</small>

</div><span class="text_page_counter">Trang 29</span><div class="page_container" data-page="29">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

The levels are divided by the entrance tests’ result, and they will be named as KC1

to KCS5 (KC is a shortened version of “Kid class”). The entrance tests will include

both communication skills and grammatical knowledge. The course books used in

these classes are from the National Geographic publication. The total number ofthese five kid classes are 60 students and the Mover 1 class which is currentlybeing observed by the researchers is called KC2.

SpeakOut English Center also has training program for IELTS learners in thefoundation and advanced levels. Most of these learners are secondary and high

school students (14 for the youngest and 18 for the oldest) who aim to use IELTS

results for their studying abroad. The number of participants is rising steadily asthe increasing need for IELTS beginner classes in this area, from 10 to 20 studentsafter two months. Regarding to the IELTS courses, the course books are “Mindset

for IELTS”, which introduce and build up the first thought of students about the

definition of IELTS and the appropriate methods to study. The lessons are givenout by foreign teachers in order to create an international and academic

environment as IELTS 1s an international English test.

Moreover, the center also has a debate class, opening as a result of parents’demands and expectation. The learners of this class are grade 6 and 7 students whohave debating as a school subject. The English level of this class is more advancedthan usual secondary educational program because the schools of the learners are

international ones and they use English as their main language in their classes.

Wl. THE MODEL OF EVALUATING’ EFFECTIVENESS KIRKPATRICK MODEL (1996)

-The study uses Kirkpatrick Model (1996) for evaluating effectiveness level of

Kahoot! application in the English grammar teaching. This model has served as

the primary organizing design for training evaluations for over thirty years (ReidBates, 2004). According to the same author, nowadays, Kirkpatrick’s (1976)framework of four levels of criteria is “the most popular approach to the evaluationof training in organizations”. This model includes four levels of training outcomes:(1) reaction, (2) learning, (3) behavior and (4) results. "The Kirkpatrick model isthe worldwide standard for evaluating the effectiveness of training,” (KirkpatrickPartners, 2017). "It considers the value of any type of training, formal or informal,

across four levels. Level 1, Reaction, evaluates how participants respond to the

training. Level 2, Learning, measures if they actually learned the material"(Kirkpatrick Partners, 2017).

<small>20</small>

</div><span class="text_page_counter">Trang 30</span><div class="page_container" data-page="30">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

Figure 3: Kirkpatrick Evaluation Model

<small>a result of the training?</small>

<small>Level 3 Have participants applied</small>

<small>Behavior what they learned from the</small>

<small>Level 2 How much did participants</small>

<small>Learning Jearn from the training and</small>

<small>have their skills improved?How did participants respondto the training?</small>

course. This is the post-course evaluation of their impressions toward the program:

interests, motivation and attention levels of participants based on “three elements:course content, the physical environment and instructor’s presentations/skills” (LaDuke, 2017). In practice, measures at this level have evolved and are the mostwidespread aimed at the affective reactions of the trainees to the Quality (e.g.,satisfaction with the teacher, satisfaction with the facilities) or the relevance (e.g.,academical benefit, result improvement) of the training.

Level 2: Learning

Level two, learning measures are quantifiable indicators of learning that has takenplace during the training. The researcher would examine what and how muchparticipants have learned in both knowledges and skills, specifically about Englishgrammar in this study before asking them to demonstrate their understandingtoward the lesson by doing tests and surveys. This level is usually completedthrough the results of the input and output tests which are the keys to examine the

<small>21</small>

</div><span class="text_page_counter">Trang 31</span><div class="page_container" data-page="31">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

knowledge that participants absorbed after the training. Specifically in this

research, students have to do an entrance test and a test after the 10" lesson in order

to evaluate the improvement. Without the entrance test, the researcher would notknow the pre academic level of the learners.

The first two stages of this model demonstrate whether the tested training iseffective to the participants. It is crucial to do these two levels as the intervieweesare aware of the aims and the importance of the course that they participate in. Asa result, it could provide the valuable source to develop the following levels.

Level 3: Behavior & Level 4: Results

In stage three, behavioral outcomes concern either the extent to which newlylearned knowledge and skills acquired during training are put into practice activity(Kahoot! competition) or exams-related achievement. During this evaluation,specific questions would be asked as a semi-structured survey to examine whatknowledge have been absorbed. Additionally, a classroom observation form wouldbe given out to the TA and teacher (Appendix) in order to observe and evaluate

their behavior in the game times.

Finally, the fourth level results are intended to provide some measure the impactthe Kahoot! application had on the broader organization goals and objectives

whether there is a personal academic performance improvement or the rise of allstudents’ engagement and motivation in learning English grammar.

These two levels are more complicated because the researcher will provide deeperdiscussion after the correct accomplishment of the first two stages.

Additionally, in “A critical analysis of evaluation practice: the Kirkpatrick modeland the principle of beneficence” study, Reid Bates affirmed that the modelprovides a simple guide to the types of questions that should be asked and the

criteria for doing which may be appropriate. The model also decreases the quantity

of measurements needed for training evaluation. Since the model, the assessmentprocess focuses on 4 categories of outcome data gathered after trainingaccomplished is unnecessary, or at least suggests that pre-course measures of studyperformance metrics are not crucial to the determination effectiveness of theprogram, it is unnecessary. The approach also greatly minimizes the amount of

variables that training evaluators must deal with because conclusions abouttraining efficacy are based exclusively on the result measures.

<small>22</small>

</div><span class="text_page_counter">Trang 32</span><div class="page_container" data-page="32">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

The author of this model, Kirkpatrick insisted that the model gives astraightforward instruction about which question’s types should be used and

appropriate criteria whereas reduces the demands of training evaluation’s

measurement. Since the outcome data which are collected after the course, are themain focus of the model, it is necessary to mention the pre-course reaction,materials and results before conducting the research.

IV. RESEARCH GAPS

The key distinction between exploratory and evaluative research is that the latterexamines whether the learner's information is effectively applied in practicalactivities. Researchers categorize evaluative research based on its focus or aim.Initially, according to Robson (2002), the study can be divided into two categories:those that focus primarily on "process" and those that focus primarily on

"outcomes" (as cited in Dahlberg, 2010, p22). Whereas earlier research looked atthe project's advantages and disadvantages, the latter determines and evaluates itsefficacy. Secondly, Dahlberg distinguished between "formative" and "summative"assessment research, the latter of which focuses on improvements and feedback(p.23). As it aligns with the objective of assessing students' levels of involvementin the classroom by gathering feedback and reactions from the participantsregarding the approach, the researcher's Vietnam English class at a center in Hanoifocuses more on formative research and outcomes. Overall, this evaluation is

regarded as useful and significant in the project since the researcher expected thata teaching strategy that had been looked at in previous research would be

successful when applied to her situation.

Additionally, the previous research only focused on examining the engagementwhereas this evaluation analyzed both the engagement and satisfaction level of theparticipants. Previous research has proved that this innovation often raises

students’ attendance, participation, engagement and enjoyment in class. According

to Martyn's (2007) recommendation, using a clicker in the classroom couldincrease active participation and help shy learners build self - esteem by creatinga positive and secure environment. Caldwell (2007) noted in the same topical studythat this response system turns students’ perceptions of classroom events fromtedious tasks to enjoyable play, hence promoting their participation. Secondly, anew approach is required due to the short-term effectiveness of different old tacticsutilized in teaching, such as reward systems, traditional games, and Total Physical

<small>23</small>

</div><span class="text_page_counter">Trang 33</span><div class="page_container" data-page="33">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

Response (TPR) exercises. Because of these factors, the researcher believed thather study would shift her students’ prior perceptions of studying English from"difficult, stressful, boring" to "interesting, fun" so that their involvement in thelesson would inevitably rise. The MOET project (approved by the Prime Minister)titled "Development of the Application of Information Technology in Managingand Supporting Teaching - Learning Activities and Scientific Research in Order toImprove the Quality of Education and Training in the 2016 - 2020 Period, OrientedTill 2025" is quite similar to this innovation (MOET, 2017). According to this

study, it is strongly recommended that all courses, including English, be taught and

learned through technological innovations such smart educational devices,

e-library websites, or e-textbooks. From this project, teacher at SpeakOut EnglishCenter is inspired to apply new innovative technology in order to support students’learning by providing equipment (computers, projectors, speakers) or allowing

educators to be more creative and flexible in their teaching plans.

In 2016, previous research named “Kahoot! it or not? Can games be motivating in

learning grammar?” of also discussed about how gamification, specificallyKahoot! derives motivational aspects to students during the English grammarcourse in Poland. This research conducted on a view of psychology related to

“human motivation, personality and optimal functioning” and “universalnecessities: competence, relatedness, autonomy” (SDT concepts). This previousresearch would give the researcher a deeper understanding of four areas ofmotivational strategies and the relationship between motivation components and

gamification elements. Therefore, the researcher of this study can build thequestionnaire and give further discussion. The similarities of two research are the

effectiveness evaluating on four aspects: The purpose “making learning enjoyable”

of Kahoot! application, the group cooperation during playing Kahoot!, the“motivational feedback” after the game and how Kahoot! helps “ increasing goalorientedness”. However, the participants in this 2016 study were universitystudents between 19 and 24 years old and came from different majors. Thoseparticipants already had a foundation in English grammar in their high schools andthey have experienced variety of learning methods throughout their educationaldevelopment so they already had learning habits. Additionally, in the conductedsurvey of this research, many students left the game without accomplishingevaluation although the number of times for their trial experiences is only three.

In contrast, the participants of my study are elementary students, specifically 4"

<small>24</small>

</div><span class="text_page_counter">Trang 34</span><div class="page_container" data-page="34">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

graders. They just began to study English grammar and they are in the progress of

finding an appropriate learning tool for their learning in long term period.

Moreover, the number of times that participants have to play Kahoot! duringlessons is 10, approximately tripled the previous research so that the experiencewould be evaluated clearer and tested in a longer period of time. This study wouldaddress some of the issues being mentioned in implications for further research of“Kahoot! it or not? Can games be motivating in learning grammar?” study, forexample:

e At what point, after numerous games, would the students become bored anddisinterested?

e How long-lasting are the results and how effective is this type of learning?

<small>25</small>

</div><span class="text_page_counter">Trang 35</span><div class="page_container" data-page="35">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

CHAPTER UI: RESEARCH METHODOLOGY

In two previous chapters, the researcher pointed out and introduced all the theoryframework used for the study and the overview of all key terms. In addition, theinformation about the location conducted the study has been given out in details.Chapter 3 will demonstrate the research methodology: participants descriptions,what are the instruments of the research and its procedure.

I. RESEARCH PARTICIPANTS

This research’s participants are the elementary students who currently study in

different public schools in Hanoi, Vietnam. There are 20 students and all of themare in grade 4 (which is 10 years old) and their English training program followsthe Ministry of Education and Training’s program (MOET) Their level is equal tolevel AT (following Common European Framework of Reference for Languages -

CEFR Level) or Movers (following Cambridge English Qualifications designed

for young learners). According to the Kirkpatrick model (La Duke, 2017), if “20

people are in the class and each person is taking a 20-question test. For aconfidence level of 95% and a confidence interval of + 5, one would need apopulation of 19. Once the test is validated, one can be certain that the differencebetween the pre- and posttests is the result of the learning event.” Thus, the number

of chosen participants mentioned above is appropriate and easy to evaluate.

The project was accomplished in a Mover class called KC2 which is equal to grade4, at SpeakOut English Center, Hanoi. Parents send their children to the center in

order to help them improve their English. The pupils are from various publicprimary schools, especially in grammatical results. The reason for this target is that

grade 4 is the beginning level of studying grammar in the compulsory educationalprogram and they may find various difficulties in studying grammar as they havenever studied before. Thus, this grade is considered as the grammatical foundationfor the following grades so that the educators have to teach carefully and asunderstandable as possible. The application of games may provide a path for

students to get to know English grammar easier and consider the lessons as fun

and interesting activities, not just theoretical learning “difficult and stressful”.

At the public schools, English is a compulsory subject every week but the lengthof studying time is just from four to five lessons of 45 minutes (approximately 3

<small>26</small>

</div><span class="text_page_counter">Trang 36</span><div class="page_container" data-page="36">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

to 4 hours) weekly. Also, all of their schools must follow the same fundamentalcurriculum (with the same textbook) that has been approved by the MOET. Oneof the primary causes for these pupils’ participation in after-school English classesis the restricted and brief time allotted for teaching and studying English at theirpublic schools.

The strength of SpeakOut students in English are currently listening and readingskills whereas regarding to speaking and writing skills, which demand the precise

of grammar, they feel struggle or may even scared during these tests. Most of these

young learners have correct pronunciation and a wide range of of vocabulary.

However, they do not know how to connect it with grammar as grammar is the

logical link for language and find difficulties in applying them after grammaticallessons.

Il. RESEARCH INSTRUMENTS

This study purposes are to evaluate whether students’ participation in theSpeakOut classroom would rise through the application of the clicker during

grammatical lessons and whether there is an improvement in their academic

performance. Therefore, first the research question is:

“What is the level of effectiveness of using “clicker” in teaching English grammarfor elementary students at SpeakOut English center?”

To answer this question, the measurement and evaluating of the collected dataserved with the aim of identifying whether this response system could encourage

students to engage more in the grammar lessons and the level their satisfaction ingrammar lessons so that can make improvement in her students’ academic results.The result also provided the researcher with an in-depth understanding and

experience with the necessary adjustment in teaching plans to fulfill the class’srequirements. This evaluation purpose has also been written in Rea-Dickins andGermaine (1992), the knowledge and improvements are gained through

“awareness-raising activities” that teachers involve (p.26).

Dahlberg (2010) provided a precise definition of evaluation as "a form of appliedresearch" (p. 21) that makes use of a wide variety of research techniques to gaugethe project's efficacy. To provide an answer, the qualitative technique is primarilyutilized with a faint feature of the quantitative method for several reasons. Initially,qualitative approaches were taken into consideration to provide researchers with

<small>27</small>

</div><span class="text_page_counter">Trang 37</span><div class="page_container" data-page="37">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

in-depth knowledge relating to the questioned person's behaviors, emotions,viewpoints, and sentiments in a particular situation. The "nature" of people'ssituations was examined in order to provide answers to study issues like "why" and"how" pertaining to individuals' perceptions and experiences (Dahlberg, 2010).This technique, according to Flick (2009), allows one to examine life "from theinside out" (as cited in Dahlberg, 2010, p.116). Due to its advantages, qualitativeresearch methods would be the most suitable for this study because it aims to learnhow pupils would respond and what they think and feel about the use of a clicker.

Furthermore, compared to the quantitative method, the qualitative approach is best

adapted for studies with a relatively small number of participants since it produces"rich and detailed" data rather than generalizing and is able to "tell the narrative"depending on the perspectives of the participants (Dahlberg, 2010, p.42). Thisstudy only involved 20 grade 4 students because of time and resource constraints,and it was conducted in an EFL classroom. It is clear that gathering quantitativeinformation is not necessary to draw any conclusions without first having the in-

depth "narrative," though it is helpful. However, in addition to the primaryapproach, a small amount of quantitative methods are also included in the researchin order to give a more comprehensive and expansive overview of the issue withhigher validity. Dahlberg (2010) believed that the "triangulation" of approaches isthis "combination" (p.47). Generally, to some degree, the data required andvaluable for the findings was delivered by all three of the chosen approaches. Eachmethodology possessed distinct benefits, served the research effectively, and had

drawbacks that future research may take into account.

The goal of the innovation is to learn how the clicker is received by the learners todetermine if the new teaching method increases their involvement, which will

ultimately improve their academic achievement. Though challenges and limitedresources were still present, proposed projects and adjustment must be taken into

account. The author's experiences and abilities in teaching English to elementaryschool kids have improved and developed as a result of both the positive andnegative aspects, which were valued and respected.

Before initiating any research involving students under the age of 18, ethicalproblems must always be carefully and thoroughly explored. The researcher is alsothe course instructor, so prior to beginning the research, permission from the centerdirector has to be requested in writing. The investigator then had to present aconsent form to the parents of the subjects, who were primary school youngsters

<small>28</small>

</div><span class="text_page_counter">Trang 38</span><div class="page_container" data-page="38">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

between the ages of 10 and 14. This document included all of the research's

information, including its goals, specific methodology, schedule, and assurances

that the participants’ private data would be kept private. The form was intended torequest parental consent for their children to participate in the study. Also, theresearcher must make sure that the identities and data of the respondents won't berevealed under any circumstances or by any third parties. Also, the project'sinvolvement had no impact on the students' academic progress or outcomes. Atrequest, they had the freedom to voluntarily abandon the project at any moment.In order to determine if students were favorably and naturally engaged with and

satisfied with the novel teaching technique (Kahoot!) employed in Englishgrammar classrooms, the researcher focused primarily on two aspects: the amountof involvement and response from students; the level of student happiness whileplaying Kahoot!, which influences their grammatical outcomes. The findingsidentify engagement level based on the three kinds of engagement mentioned by

Fredricks (2014) in the book “Eight myths of students disengagement” including

emotional engagement, behavioral engagement, cognitive engagement. Theresearcher first identified the students’ level of interest and excitement, as well as

their attitudes toward the clicker application, in relation to (1) emotionalengagement. The comprehension level, compliance with directions, and

attentiveness to the trainer have all been carefully noted in relation to (2)behavioral engagement. Finally, the information about participants’ attitudes aboutmore difficulties and their readiness to utilize the clicker following the research

was provided by the data under the myth of (3) cognitive engagement. A discussionwith the teacher during application time and the involvement of reluctant pupilsare two other characteristics that have been noticed. In addition, the question ofthe research is about the effectiveness evaluation of Kahoot! toward elementarystudents, the researcher also identified their satisfaction levels with three elementsfor playing Kahoot! (facility, teacher, content of the quiz) and how these factorsmay influence their experiences and their final absorption. This aspect of theresearch would be contributed based on the theoretical framework of Kirkpatrick(1996) model. The questionnaire of the survey would include first two stages ofthe model.

For level 1 of the model, the given questions would be about the interest and thepositive feelings toward the application of Kahoot! in the course (course content,facility, teacher’s instructions). The opinions about their own absorption after

<small>29</small>

</div><span class="text_page_counter">Trang 39</span><div class="page_container" data-page="39">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

using Kahoot! would be asked in order to examine their self-evaluation toward the

newly learned knowledge.

The author used one qualitative approach as a questionnaire and slightly combinedwith the classroom observation method (O), to gather information regarding theresponses of students in the Mover class at SpeakOut English Center (Q). Also, aquantitative component of the questionnaire is included, consisting of 10 items ona 4-Likert scale, with the options being strongly disagree, disagree to agree, andstrongly agree. To prevent students who were "fatigued," "poorly motivated," or

otherwise engaged in sloppy thinking from providing random answers, the

researcher purposefully chose 4-Likert scale items rather than the more common5-Likert ones (Sturgis, 2014, p.2). According to La Duke (2017), the most optimalevaluation of effectiveness that can be used for Kirkpatrick model should be usedis a Likert scale and most statements are positive in order to have an effective Level

HH. RESEARCH PROCEDURES

Overall, the research procedures have five stages following this order: Choosingparticipants, constructing questionnaire survey, pilot the questionnaire then deliverofficially to the participants before collecting and analyzing data. Firstly, theresearcher decided to choose the participants currently studying in the same Mover

class of SpeakOut English Center. All the surveyed 4" graders are from 9 to 10

years old. The participants had to take an entrance grammatical test in order to gettheir academic results before using online games in learning English grammar. Theresults were collected and saved in an Excel file. After that, in most of thegrammatical lessons during a five-week period, the teacher would feature theactivity of using Kahoot! into the teaching program in order to evaluate theengagement and participation of the learners. The amount of time for each Kahoot!

<small>30</small>

</div><span class="text_page_counter">Trang 40</span><div class="page_container" data-page="40">

<small>Le Phuong Thao — 11196260 — Ngôn ngữ Anh 61A</small>

game is in maximum of ten minutes with bare minimum of ten questions. The

game format will be combined both individual and team mode.

Secondly, the researcher would construct the questionnaire based on two theories:“Eight myths of students disengagement” including emotional engagement,behavioral engagement, cognitive engagement; the Kirkpatrick (1996) modelwhich is the 4-level model of educational program evaluation comprising reaction

(1), learning (2), behavior (3), and results (4). The “Eight myths of studentsdisengagement” would be the literature review of the “Engagement level”

questionnaire table. Moreover, the three last questions of the “Generalinformation” table and all “Satisfaction level” questionnaire table was createdbased on the Kirkpatrick framework. The reasons for using both theories are toevaluate not only the interest and engagement in the class of the students whenusing Kahoot! but also to examine the effectiveness of this online game towardstudents’ understanding and satisfaction in English grammar and the effects ofdifferent factors (such as facility, teacher, content of the lesson) on their learningexperienced and grammatical absorption. Following the accomplishment of thequestionnaire, the hard copies of the survey would be piloted to students in threedays before delivering the official version to them. During this stage, a privateface-to-face survey would be conducted in order to gain deeper understandingabout their perspective toward this experiment. Finally, the data would becollected, categorized and analyzed by Excel tool.

Specifically, during the whole process of two months of research (for observing,conducting surveys and writing discussions) and five weeks for collecting data, theteacher was able to do 10 lessons (two times a week) with her students. Each lesson

was conducted by the teacher with the extra support from a teaching assistant (TA).

A form for classroom observation was constructed and printed in hard copy inorder to allow the TA to follow easier and illustrate clearly what she needed to takenote (Appendix). The teacher had an expectation for the observation methodologyto be successful in the process that both teacher and her TA could observe and take

note into the form during the studying time then discuss about all the observedinformation after the class. However, a problem involving the primary teacher's

attention arose and had an influence on the approach. In order to ensure the quality

of the lecture, the researcher (teacher), who was playing a key role in it, wasdiverted by numerous pupils and tasks. She could therefore not always fill out theform while the lesson was being taught, but she may instruct the TA to do it once

<small>31</small>

</div>