MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY OPEN UNIVERSITY
__________________________________

NGUYEN THAO THUAN

THE IMPACTS OF GAMES ON LEARNING VOCABULARY OF GRADE 5
STUDENTS AT ASIAN INTERNATIONAL SCHOOL

MASTER OF ARTS IN TESOL

Ho Chi Minh City, 2019


MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY OPEN UNIVERSITY
__________________________________

NGUYEN THAO THUAN

THE IMPACTS OF GAMES ON LEARNING VOCABULARY OF GRADE 5
STUDENTS AT ASIAN INTERNATIONAL SCHOOL

Major: Teaching English to speakers of other language
Major code: 60140111

MASTER OF ARTS IN TESOL
Supervisor: LE THI THANH THU, Ed.D.

Ho Chi Minh City, 2019

ABSTRACT
The purpose of the study was to explore the impacts of games via the Grade
5 students’ attitudes towards the application of games in their vocabulary learning
and the effects of games on the students’ vocabulary achievement at Asian
International School. To achieve these purposes, an experimental research was
employed. This study lasted in three months, one group learned vocabulary in the
normal way while the other group learned vocabulary with game application in the
review stage. The pre-test was delivered to both groups at the beginning of the
study. After games were applied in six weeks of the treatment, the post-test 1 was
held to evaluate the vocabulary achievement of two groups. Next, the post-test 2
was administrated to the students of both groups at the end of the treatment. Right
after the post-test 2, a set of questionnaire was delivered to only 25 students of the
experimental group to find out their attitudes towards the learning vocabulary with
games.
The results from the vocabulary tests proved that students learning with
games had significantly better results than students learning with the normal
method. The experiment students showed their positive attitudes. They all like
studying with games mostly in every lesson. Emotionally, they felt relaxed,
interested and motivated in learning. The positive attitudes helped to contribute to
their better results in the vocabulary tests. Students in the experimental group did
made better progress in their vocabulary learning in comparison with what students
in the control group did. This led to the suggestion that games should be
implemented to help primary school students develop their vocabulary performance.


STATEMENT OF AUTHORSHIP
I certify that this thesis entitled “The impacts of games on learning
vocabulary of Grade 5 students at Asian International School” is my own work.
Except where reference is made in the text of the thesis, this thesis does not contain

material published elsewhere or extracted in whole or in part from a thesis by which
I have qualified for or been awarded another degree or diploma.
No other person’s work has been used without due acknowledgement in the
main text of the thesis. This thesis has not been submitted for the award of any
degree or diploma in any other tertiary institution.
Ho Chi Minh City, 2019

NGUYEN THAO THUAN


RETENTION AND USE OF THE THESIS
I hereby state that I, Nguyen Thao Thuan, being a candidate for the degree of
Master of Arts (TESOL), accept the requirements of the University relating to the
retention and use of Master’s Theses deposited in the Library.
In terms of these conditions, I agree that the original of my Master’s Thesis
deposited in the Library should be accessible for the purposes of study and research,
in accordance with the normal conditions established by the Librarian for the care,
loan, and reproduction for theses.

Ho Chi Minh City, 2019

NGUYEN THAO THUAN


ACKNOWLEDGEMENTS
This Master of Arts in TESOL thesis is the result of a fruitful collaboration
of all the people who have kindly contributed with enormous commitment and
enthusiasm in my research. Without the help of those who supported me at all times
and in all possible ways, it would not have been feasible for me to complete my
M.A. thesis.

First of all, I am deeply indebted to my supervisor, Le Thi Thanh Thu Ph.D.,
whose compassions, encouragement and guidance throughout the research have
helped in the completion of this thesis. I have truly learned from the excellence of
her skills and from her wide experience in research; no words are adequate to
describe the extent of my gratitude.
I am also sincerely grateful to all lecturers of the Open University in Ho Chi
Minh City for providing me with invaluable sources of intellectual knowledge
during my study there. This knowledge was very useful when I conducted this
research.
I owe a great debt of gratitude to the anonymous participants who
contributed data to this thesis. Without them the data collection for this study could
not properly been carried out.
Last but not least, I would like to express my particular gratitude to my
beloved family for their unconditional love, understanding, encouragement, and
financial and spiritual support over time and distance.


TABLE OF CONTENT
Page
ABSTRACT

i

STATEMENT OF AUTHORSHIP

ii

RETENTION AND USE OF THE THESIS

iii


ACKNOWLEDGEMENT

iv

TABLE OF CONTENTS

v

LIST OF TABLES

ix

LIST OF FIGURES AND CHARTS

x

CHAPTER 1: INTRODUCTION

1

1.1. Background of the study

1

1.2. Objectives of the study

3

1.3. Research questions


3

1.4. Significance of the study

3

1.5. Organization of the study

4

CHAPTER 2: LITERATURE REVIEW

5

2.1. Definitions of vocabulary

5

2.2. Aspects of knowing a word

5

2.2.1. Word form

6

2.2.2. Word grammar

7


2.2.3. Word use

7

2.2.4. Word formation

8

2.2.5. Word meaning

8

2.3. The importance of vocabulary learning

9

2.4. The stages of teaching vocabulary

10

2.4.1. Presentation

10

2.4.2. Practice

11

2.4.3. Production


11

2.4.4. Review

12


2.5. How to learn vocabulary effectively

12

2.6. Characteristics of young learners

13

2.7. Learners’ attitudes in language learning

15

2.7.1. Definitions and components of attitudes

15

2.7.2. The importance of attitudes

15

2.8. Games in language learning


16

2.8.1. Definitions of games

16

2.8.2. Types of games

16

2.8.3. Cooperative vocabulary games

17

2.8.3.1. Definitions

17

2.8.3.2. Types of cooperative vocabulary games

17

2.8.4. The advantages of using games in language teaching and learning

19

2.8.5. The disadvantages of games

20


2.8.6. When to play games

21

2.9. Previous studies

22

2.9.1. International studies

22

2.9.2. Vietnamese studies

23

2.10. Chapter summary

25

CHAPTER 3: METHODOLOGY

26

3.1. Research setting

26

3.1.1 Research site


26

3.1.2 Participants of the study

27

3.2. Research design

28

3.3. Description of the material

29

3.4. The experimental procedures

30

3.4.1. Time distribution

30

3.4.2. Teaching procedures of the experimental group and control group

35

3.5. Data collection instruments
3.5.1. Attitude questionnaire

37

37


3.5.2. Vocabulary tests

38

3.6. Data analysis methodology

40

3.7. Reliability and validity

41

3.7.1. Reliability and validity of vocabulary tests

41

3.7.2. Reliability and validity of attitude questionnaire

41

3.8. Summary

42

CHAPTER 4: DATA ANALYSIS AND DISCUSSION

43


4.1. Questionnaire analysis and discussions

43

4.1.1. The students’ affective attitudes toward learning vocabulary with

43

games
4.1.2. The students’ cognitive attitudes toward the benefits of games in

44

their learning vocabulary with games
4.1.3. The students’ general affective and behavioral attitudes on game-

46

based vocabulary lessons
4.1.4. Discussions on the research question 1
4.2. Test analysis and discussions

48
50

4.2.1. Pre-test between experimental group and control group

50


4.2.2. Pre-test and Post-test 1 within each group

52

4.2.2.1. Pre-test and Post-test 1 within the experimental group

52

4.2.2.2. Pre-test and Post-test 1 within the control group

54

4.2.3. Post-test 1 and Post-test 2 within each group

55

4.2.3.1. Post-test 1 and Post-test 2 within the experimental group

55

4.2.3.2. Post-test 1 and Post-test 2 within the control group

57

4.2.4. Post-test 1 between experimental group and control group

59

4.2.5. Post-test 2 between experimental group and control group


60

4.2.6. Discussions on research question 2

63

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS

67

5.1. Summary of results

67

5.2. Recommendations for teachers

69


5.3. Limitations of the study

70

5.4. Recommendations for further research

70

REFERENCES

72


APPENDIX 3.1: LESSON PLAN UNIT 10 (ENGLISH TIME 5)

78

APPENDIX 3.2: LESSON PLAN UNIT 1 (ENGLISH TIME 6)

80

APPENDIX 3.3: LESSON PLAN UNIT 2 (ENGLISH TIME 6)

82

APPENDIX 3.4: LESSON PLAN UNIT 3 (ENGLISH TIME 6)

84

APPENDIX 3.5: LESSON PLAN UNIT 4 (ENGLISH TIME 6)

86

APPENDIX 3.6: LESSON PLAN UNIT 5 (ENGLISH TIME 6)

88

APPENDIX 3.7: QUESTIONNAIRE (ENGLISH VERSION)

90

APPENDIX 3.8: QUESTIONNAIRE (VIETNAMESE VERSION)


92

APPENDIX 3.9: THE PRE-TEST

94

APPENDIX 3.10: THE POST-TEST 1

97

APPENDIX 3.11: THE POST-TEST 2

100

APPENDIX 4.1: TEST SCORES

103


LIST OF TABLES
Page
Table 3.1

The research design

29

Table 3.2


Main activities of the study

31

Table 4.1

The students’ affective attitudes toward learning vocabulary with 43
games

Table 4.2

The students’ cognitive attitudes toward the benefits of games in 45
vocabulary learning

Table 4.3

Group statistics on the pre-test results

50

Table 4.4

Independent Samples t-test on the pre-test of the two groups

51

Table 4.5

Paired samples statistics of the pre-test and the post-test 1 within 53
the experimental group


Table 4.6

Paired samples t-test of the pre-test and the post-test 1 of the 53
experimental group

Table 4.7

Paired samples statistics of the pre-test and the post-test 1 within 54
the control group

Table 4.8

Paired samples t-test of the pre-test and the post-test 1 of the 55
control group

Table 4.9

Paired samples statistics of the post-test 1 and the post-test 2 56
within the experimental group

Table 4.10

Paired samples t-test of the post-test 1 and the post-test 2 of the 57
experimental group

Table 4.11

Paired samples statistics of the post-test 1 and the post-test 2 58
within the control group


Table 4.12

Paired samples t-test of the post-test 1 and the post-test 2 of the 58
control group

Table 4.13

Group statistics on the post-test 1 of the experimental and control 59
groups


Table 4.14

Independent samples t-test on the post-test 1 of the experimental 60
and control groups

Table 4.15

Group statistics on the post-test 2 of the experimental and control 61
groups

Table 4.16

Independent samples t-test on the post-test 2 of the experimental 62
and control groups

Table 4.17

The pre-test versus the post-test 2 of the control group


62


LIST OF FIGURES AND CHARTS
Page
Figure 2.1

Aspects of knowing a word

6

Chart 4.1

The extent of preference on game-based vocabulary lesson 47
application

Chart 4.2

The frequency of preference on game-based vocabulary lesson 47
application


1

CHAPTER 1
INTRODUCTION
1.1 Background of the study
English is an international language and it has become a core language of
education, and it is used as a dominant language of instruction for decades. Besides

taking an important role in different fields such as science, technology, medical and
business, English is used widely in communication. In other words, English can be
considered as a bridge used to connect people all over the world. Therefore, English
is very necessary in our life nowadays and learning English is a must for everyone
to assimilate into the world.
Four language skills, which are involved in English learning, are listening,
speaking, reading and writing. Besides the four language skills, grammar,
pronunciation and especially vocabulary are very necessary components in teaching
and learning English. In fact, the importance of vocabulary cannot be denied. Hatch
and Brown (1995) mention vocabulary is the basement to build up languages and
means of communication. Besides, Wilkins (1972) emphasizes the importance of
vocabulary through the sentence “without vocabulary nothing can be conveyed” (p.
111). Moreover, vocabulary is seen as an instrument to construct what to be
conveyed (Cameron, 2001). This is explainable because if students do not have
vocabulary, they cannot understand what they hear or what they read and they will
encounter difficulties in expressing ideas if they are lack of vocabulary.
Obviously, with vocabulary, students will be more confident in any
communication as well as in reading and listening. To make it differently,
vocabulary is a good condition for students to get knowledge. Furthermore, in fact,
all people learn language before learning other things. It is the same when we learn
a foreign language. It means that vocabulary mastery is a fundamental need to study
a foreign language. Furthermore, vocabulary is the support of language skills
(Nguyen & Khuat, 2003).


2

Although vocabulary takes a significance role in acquiring English, there has
been less concern in finding exciting way to enhance learning vocabulary at the
Asian International School. Teachers seem to have less creativity in teaching

vocabulary because they think that vocabulary teaching is not an independent
subject and the time for teaching vocabulary is short, about ten to fifteen minutes.
They usually use flashcards and pictures to teach vocabulary or sometimes teachers
only ask students to repeat and memorize a set of vocabulary which makes them
bored. Besides, the teaching process just depends on the text book so students do
not have enough chances to use their vocabulary in the real context. These all make
students get difficulty in learning the new words because Decarrico (2001) reckons
that vocabulary should not be acquired by memory without comprehension. In
addition, vocabulary is taught embeddedly in listening or reading lessons so
teachers do not spend much time, about ten minutes, in each period to teach
vocabulary and students do not practice enough. Vocabulary are not related to
students own experiences and interests, sometimes. Due to these reasons, words are
not effectively stored in students’ brain and they are likely to forget the new words
easily.
The above teaching methods might impact students negatively. Day by day,
students become bored and they do not want to learn any more. To overcome
students’ difficulties, in other words, to help students be more interested in learning
vocabulary, different techniques have been applied and games are believed to be
one of the favorable tools for children to learn. According to Rohani and Pourgharib
(2013), the teacher can use games to generate a multitude of meaningful contexts
for students to communicate and practice. Additionally, Antonaros and Couri
(2003) say that “games […] encourage and develop cooperating with others,
cooperative learning” (p. 6).
Because of the reasons above, the researcher decides to conduct the study on
the impacts of games on learning vocabulary of Grade 5 students at Asian


3

International School with the aim is to verify the positive impacts of games in

improving students’ vocabulary and to investigate students’ attitudes towards
learning vocabulary with games in a specific context of the Asian International
School.
1.2 Objectives of the study
The primary concern of this research is to study the impacts of games on
learning vocabulary of the Grade 5 students at the Asian International School.
Besides, the study also aims to investigate into students’ attitudes towards learning
vocabulary with games.
1.3 Research questions
In order to achieve the objectives stated above, the study tries to answer two
questions:
1. What are Asian International School Grade 5 students’ attitudes towards
learning vocabulary with games?
2. How do games affect learning vocabulary of Asian International School
Grade 5 students?
1.4 Significance of the study
The findings of the study may provide deep insight into the ideas of using
games as one of the effective and practical tools which help to enhance learners’
stock of vocabulary and motivate their positive attitudes towards vocabulary
learning. Teaching experiences and results can be shared among colleagues who are
reaching English to students with the same teaching conditions. This study may also
help to add games in the list of recommended teaching technique in teaching
vocabulary, especially in bilingual schools as the International School.


4

Furthermore, this study might be a useful reference for not only English
teachers at Asian International School but also for those who have the same
problem in teaching vocabulary in similar contexts.

1.5 Organization of the study
The thesis consists of five chapters. Chapter 1 includes the background of the
study, objectives of the study, research questions, significance of the study, and
organization of the thesis. Chapter 2 discusses the concepts of vocabulary, the
importance of vocabulary, the process of teaching vocabulary and the theories and
previous studies of using games. Chapter 3 involves with the methods of collecting
data, the subjects of the study, the data collecting instruments, the data collection
and analysis procedures. Chapter 4 analyzes and discusses the data from the
questionnaire and the tests. Chapter 5 summarizes the findings of the study and
gives out some recommendations.


5

CHAPTER 2
LITERATURE REVIEW
In this chapter, the first part presents the definition and the importance of
vocabulary, the effective ways in learning vocabulary as well as processes of
teaching vocabulary. The second part is about games including definition of games,
types of games, when to use games, advantages and disadvantages of games.
Besides, the previous studies on learning vocabulary with games are also included.
2.1. Definitions of vocabulary
According to Neuman and Dwyer (2009), vocabulary is defined as words are
used to communicate, and is the total quantity of words in a language (Hornby,
1995; Longman Dictionary, 1995). Oxford Dictionary (2011) defines vocabulary is
“written or spoken unit of language, is a thing that you say, remark or statement” (p.
177).
2.2. Aspects of knowing a word
There are different aspects of knowing a word. When learning a language,
learners should not only focus on the word’s meaning because according to Ur

(2012), learners need to know about word’s written and spoken form and its most
usual meaning when learning a language. This study relies mainly on Harmer’s
classifications (1991) as it is more extensively elaborate. Harmer (1991) classifies
the aspects of knowing a word into five parts: word form, word grammar, word use,
word formation and word meaning (Figure 2.1)


6

Spelling
Word form

Pronunciation
Parts of speech

Word grammar
GGrammar

Style and register
Affixes
Metaphor and idiom

Word use

Collocation

Word
Verb complementation,
phrasal verbs
Word formation


Noun: count/ non- count
Adjectives/ adverbs

Meaning in context:
denotation and connotation
Word meaning

Sense relations: synonymy,
antonym, homonymy,
polysemy, metonymy

Figure 2.1: Aspects of knowing a word (Harmer, 1991, p. 148)
2.2.1 Word form
According to Harmer (1991), knowing a word means knowing a form of a
language. A word can have several forms because of the addition of grammatical
affixes to the root. Learners should be equipped with the knowledge about special
affixes which can be attached into particular words. This can help learners guessing
the meaning of the whole words because different affixes have different meanings.
Generally, knowing a word means knowing its spelling (its spoken form) and its
pronunciation (its written form); therefore, the written form of the word should be


7

shown right after the presentation of the spoken form. Many people consider that
meaning is more important than form but Ur (2012) states that knowing a meaning
is pretty useless without knowing the form it is attached to. This is not wrong
because knowing the form is considered as ability to recognize the word through
reading, listening and to pronounce the word exactly. Hence, word form is a

necessary element for learners to learn a language. In other words, the learners are
required to know what a word’s pronunciation and spelling.
2.2.2 Word grammar
It is essential to provide learners with information about the grammar of a
word. Parts of speech, style, register and affixes are elements should be taken into
account when learning a vocabulary item. This is because a language item may have
unpredictable changes of form in different grammatical context. Sometimes what
people say is influenced by the style and register which refer to a particular person’s
use of speech and writing at all times or at a particular period of time. Besides,
words have variety ways to combine with other words to make meaningful
sentences. This is the reason for learners to learn word grammar.
2.2.3 Word use
Knowing a word means knowing the use of the word including metaphor and
idiom. It is also understood by the use of collocation which is the combination of
words formed when two or more words are frequently used together in a way that
sounds correct. Therefore, Harmer (1991) insists knowing the use of a word means
mastering the metaphor and idiom which is a word or a phrase used for special
effect. To sum up, knowing the metaphorical and idiomatic language use and the
collocation what stylistic and topical contexts in which words occur are factors
related to word use.


8

2.2.4 Word formation
Knowing a word means understanding the word formation. That is to know
the part of speech of the word and underlying form of a word and the derivations
that can be made from it. Knowledge of morphology always facilitates the process
of learning vocabulary because in real situations, words have different formation to
make meaningful and grammatically correct sentences. Bauer (1983) declares

knowing the formation of the word means knowing verb complementation, phrasal
verbs, the types of noun such as count/ uncountable, the positions of adjectives/
adverbs.
2.2.5 Word meaning
Knowing a word means knowing the meaning of a language. It consists of
sense relations and meaning in contexts. It is important to know that many words
have several meanings and they can be expressed differently in another language.
Learners should understand and know which expression to be used in which
context. Words can be divided into different groups of meanings on the basic of
sense relations such as synonymy, antonym, hyponymy, homonymy polysemy and
metonymy. On the basic of meaning in context, word meaning includes denotation
and connotation, multiple senses.
All the aspects of a word cannot be surveyed because of the time limit. With
the aim at examining the impacts of games on Grade 5 students’ learning
vocabulary and identifying their attitudes towards learning vocabulary with games,
the researcher aims to focus only on meaning of words. The knowledge of word
meaning is very important in knowing a word. In fact, to master all the knowledge
about the word, learners must understand the knowledge of word meaning first, a
basic to learn other aspects.


9

2.3 The importance of vocabulary learning
It cannot be denied the key roles of vocabulary in language acquisition
because of three main reasons:
First, Nguyen and Khuat (2003) assert a vocabulary item is considered as a
block to build a big building. In fact, all people learn language before learning other
things. It is the same when we learn a foreign language. Therefore, vocabulary is
learnt from the childhood then the knowledge of language develops gradually. In

other words, vocabulary mastery is a fundamental need to study a foreign language.
It helps learners develop the language knowledge, contributing to their learning
success. In addition, Diamond and Gutlohn (2006) consider that vocabulary is the
knowledge of words and their meanings. It is said in another way, meanings and use
of a language can hardly be grasped deprived of a strong vocabulary acquisition. In
another way, vocabulary knowledge is the core of a language comprehension and
use.
Second, according to Hatch and Brown (1995), vocabulary is the foundation
to build languages for making communication. This is really convincible because
the more words a learner knows, the more he can say and understand the others.
Furthermore, Hubbard (1983) considers that if learners know many needed words,
they are capable of expressing what to be conveyed in a precise way. Based on this
reason, learners need to know a large number of word meanings to communicate
effectively. This means that vocabulary is a salient conglomerate to elicit how much
success a learner gets in communication.
Last, to Nguyen and Khuat (2003), vocabulary is considered as the basis for
the development of all the other skills. Obviously, with vocabulary, learners may
express their ideas easily and their speaking is more fluently, reading
comprehension gets much easier, writing is smoother and listening will be better.
This view is more certain because Wilkins (1972) affirms without grammar, we can


10

understand the meaning of words but nothing is conveyed without vocabulary.
From the above reasons, no one can object to the value of vocabulary.
2.4 The stages of teaching vocabulary
Basically as proposed by Doff (1998), there are four stages in teaching
vocabulary namely presentation, practice, production, and review. In this research,
each stage with its typical features is listed to have a better review for further

techniques followed that.
2.4.1. Presentation
Presentation is regarded as one of the most prominent stages in teaching
vocabulary. In this stage, as its name, the teacher presents the words to learners.
Another way, teacher introduces the words to learners. In fact, when learning a
language, learners need to learn both the meaning and the form of a new word.
Because of this reason, Thornbury (2002, p. 75) claims that both these aspects of a
word should be presented. Besides, he also indicates some major factors subject to
the number of word to be presented as following:
 The learners’ level (beginner, intermediate, or advanced);
 Learners’ likely familiarity with the words;
 The difficulty of the items (whether, for example, they express abstract rather
than concrete meaning, or whether they are difficult to pronounce);
 Their “teachability”, which means whether they can be easily explained or
demonstrated within the context of the classroom;
 Whether items are being learned for production (in speaking and writing) or
for recognition (in listening and reading). Since more time will be needed for
the former, the number of items is likely to be fewer if the aim is only
recognition.
In addition, some techniques are advised to use in the presentation stage.
According to Gairns and Redman (1986), visual techniques consist of mime,


11

gestures, and visuals such as flashcards, photographs and realia, while verbal
techniques include illustrative situations, definition, examples, and translation. This
one is considered a spontaneous and comfortable way of constructing the denotation
of vocabulary.
2.4.2. Practice

Learners are introduced the words in the presentation. However, they may
face some problems in terms of recollection or use because in this stage learners
spend most of time to listen and their opportunities to speak are limited. Basing on
the belief “practice makes perfect”, Thornbury (2002) stresses that vocabulary
knowledge should be put in long-term memory. In order to make sure learners can
remember longer, words or lexical items need to be put into practice. In other
words, the learners are given controlled practice of the words they have learnt. They
can be asked to produce sentences or answer questions to prove that they know how
to use the words correctly. Furthermore, a variety exercises can be used in this
stage. According to Scrivener (2011), matching pictures to words, classifying items
into lists, and filling in crosswords are practice exercises that teachers can apply in
this stage. Having the same view, Thornbury (2002) proposes that identifying,
selecting, matching, and sequencing as five types of tasks that should be used
because they can help grave words into long-term memory.
2.4.3. Production
Production is an essential stage which gives learners opportunities to
experiment with the words. In other words, the production stage helps learners
make the best use of the known words. To put it differently, this stage focuses
providing learners with an opportunity to personalize the language. In this case, the
teacher can design some activities in which learners can work in pairs or groups.
Similarly, to Thornbury (2002), learners are advised to complete high-level tasks in
this stage. It means that learners transfer receptive vocabulary to productive


12

vocabulary to remember it longer. Obviously, it is very important for learners to use
what they have learnt in very communicative tasks. With this in mind, Doff (1988)
asserts communicative activities such as games and role plays are good ways to
encourage learners to produce the words they have known.

2.4.4. Review
From the name of this stage, it is obvious that what learners learnt will be
reviewed. In this stage, learners have more chance to use language and get
feedback. According to Luu (2012), games and communicative activities are
believed to be the most effective approaches to support learners to review
vocabulary. Moreover, visual aids should be used to make revision more interesting
and effective. Individual, pair or group activities are also used in this.
2.5. How to learn vocabulary effectively
There are various ways which can help learners in learning vocabulary
effectively as below:
First, students can learn vocabulary effectively when learning in relaxing
learning atmosphere. In other words, students can absorb and retain knowledge
easily when they are in comfortable situation. According to Nguyen and Khuat
(2003), learners may learn new vocabulary faster and attain it longer when it is
implemented in a comfortable condition such as when they play games. RichardAmato (1988) asserts relaxing atmosphere reduces learners’ stress and gives them
opportunity for real communication.
Second, learners learn vocabulary effectively with visual aids. Thornbury
(2002) advises to use pictures or visual aids for learning a new word or linking a
word with some mental images. Besides, other mnemonics such as making clues
from associations with sounds and its meaning in L1 are good ways.