The effects of language games on english oral competence of the selected freshmen students at college of sciences - Thai Nguyen University

Nguyễn Thị Quế<br /> <br /> Tạp chí KHOA HỌC & CÔNG NGHỆ<br /> <br /> 94(06): 73 - 77<br /> <br /> THE EFFECTS OF LANGUAGE GAMES ON ENGLISH ORAL COMPETENCE<br /> OF THE SELECTED FRESHMEN STUDENTS AT COLLEGE OF SCIENCES<br /> - THAI NGUYEN UNIVERSITY<br /> Nguyen Thi Que<br /> College of Sciences – TNU<br /> <br /> SUMMARY<br /> In recent years, the studies on the use of language games to help motivate learners’ participation<br /> and cooperation in learning foreign languages have been very popular among educational<br /> researchers in the world and in Vietnam. However, whether these innovative activities really<br /> enhance students’ competence in oral communication in the Northern mountainous region of<br /> Vietnam like in Thai Nguyen province has not been fully investigated by researchers. Therefore,<br /> this paper introduces a preliminary study on the effects of language games on English oral<br /> competence of the selected freshmen students of University of Sciences - Thai Nguyen University<br /> in the second semester of the academic year 2010-2011. Two groups of students experienced two<br /> different teaching methods namely traditional teaching method and language games participated in<br /> the study. Pre-test means scores showed no significant difference between the control and<br /> experimental groups while comparisons of the post-test means scores showed significant<br /> differences in the achievement. The study concluded that use of various language games in<br /> teaching English helps improve EFL students' learning and mastery of English oral<br /> communication.<br /> Key words: Effects, significant difference, language games, oral competence, freshmen students,<br /> University of Sciences, Thai Nguyen University.<br /> <br /> INTRODUCTION*<br /> As globalization, mobility and communications<br /> are bringing the world ever close together, it<br /> is increasingly necessary for people to know<br /> other languages apart from their mother tongue.<br /> Indeed, knowing foreign languages nowadays is<br /> of great importance because it helps bridge the<br /> gap among cultures, increases global<br /> understanding, and offers more opportunities<br /> for not only individuals but also national socioeconomic development etc. Thus Jasone Cenoz<br /> and Fred Genesee [3] quoted:<br /> “If I speak only one language, I can help my<br /> country as one man.<br /> If I can use two languages, I can help as two<br /> men.<br /> But if I can use all nine languages, then I can<br /> work as nine men”.<br /> Among languages, English is considered as<br /> the dominant international language in<br /> communications, science, business, aviation,<br /> entertainment, radio, diplomacy and so on. It<br /> is used for so many things from in- and<br /> *<br /> <br /> Tel: 0963 888 288, Email: quenguyentnu@gmail.com<br /> <br /> external academic conferences to news<br /> reports and popular music lyrics. It is used not<br /> only for communication between native<br /> speakers and non native speakers of English<br /> but also for communication between non<br /> native speakers. And in Vietnam, English has<br /> also become a popular language, especially<br /> since the government began to carry out the<br /> open-door policy in 1986. This new policy<br /> has brought good chances to foreigners to<br /> invest in Vietnam. Thus, the need of using<br /> English as the main language in study, work<br /> and business has been extremely important.<br /> Those are the reasons why English cannot<br /> help being widely taught and learnt in<br /> Vietnam and around the world today.<br /> It comes as no surprise that some<br /> improvements of curriculum as well as<br /> methods that Ministry of Education and<br /> Training set forth have brought a nation-wide<br /> positive movement in teaching and learning<br /> English for recent years [2]. As we know, a<br /> few years ago, the grammatical and structural<br /> methods were widely used. Teachers played<br /> an importantly main role in imparting English<br /> knowledge to learners. In turn, students had<br /> 73<br /> <br /> Số hóa bởi Trung tâm Học liệu – Đại học Thái Nguyên<br /> <br /> http://www.lrc-tnu.edu.vn<br /> <br /> Nguyễn Thị Quế<br /> <br /> Tạp chí KHOA HỌC & CÔNG NGHỆ<br /> <br /> no more chances to develop four skills fully<br /> but just simply mastered the structural and<br /> grammatical rules of English. This made the<br /> studying atmosphere in classroom become<br /> more boring and tense. As a result, some<br /> recent changes in language teaching have<br /> shown that organizing activities or creating an<br /> appropriate English environment in classroom<br /> can help learners to have intrinsic motivation.<br /> Moreover, boredom and tiredness can be<br /> limited by bringing fun to learners in lessons.<br /> Among new methods of teaching and learning<br /> English, game-based learning is currently<br /> getting attention as an upcoming educational<br /> method because of its benefits [1] and using<br /> language games can obtain satisfactory<br /> results. Funny language games are funny<br /> potential means to help students acquire<br /> knowledge the best because games with both<br /> interesting and challenging nature can<br /> generate and increase motivation, a vital<br /> factor to students’ success in language<br /> learning. Besides, games can increase the<br /> amount<br /> of<br /> students’<br /> practice<br /> and<br /> participation. As games are often played in<br /> pairs or teams, they create favorable<br /> conditions for pair work or group work to<br /> take place. Most importantly, games give<br /> meaningful practice in any of the language<br /> skills at any level of ability or in any stage of<br /> the teaching process.<br /> To all four language skills, language games<br /> prove to be particularly effective in<br /> motivating students’ participation in oral<br /> communication since students have to discuss<br /> with their friends to solve the problem<br /> presented by the game. They have to use the<br /> language they are learning to express their<br /> opinions and to exchange ideas to reach their<br /> goal. Most of the time, their communication<br /> is based on an information gap or opinion<br /> gap, thus replicating real life communication.<br /> Games are therefore said to provide<br /> meaningful oral practice as students have<br /> many opportunities to talk and discuss in the<br /> target language [4]. Consequently, using<br /> language games is really an appropriate<br /> approach in teaching speaking skills to<br /> <br /> 94(06): 73 - 77<br /> <br /> students. The application of this method in<br /> teaching – learning process is expected to<br /> enhance students’ achievement in English.<br /> With the hope of finding suitable methods in<br /> teaching English to students as well as testing<br /> the effectiveness of this method in this<br /> disadvantaged region, the researcher bravely<br /> experiments language games in her teaching.<br /> The question to rise when applying these<br /> communicative language games in teaching<br /> English is that what particular games are<br /> considered appropriate to most students in a<br /> speaking class. Since there is no single<br /> language game that is claimed best for all<br /> students and all teaching fields, hence, the<br /> combination of varied communicative<br /> language games is taken into serious account<br /> in teaching English here.<br /> Of all the aforementioned observations,<br /> together with the researcher’s own interest in<br /> teaching English, the effects of language<br /> games on English oral competence of the<br /> selected first year students of University of<br /> Sciences - Thai Nguyen University in the<br /> second semester of the academic year 20102011 has been chosen as her study.<br /> SUBJECT AND METHODOLOGY<br /> An experimental design specifically the<br /> matched groups design was used to find out<br /> the effects of language learning in teaching<br /> English. Two comparable sections of<br /> university freshmen with total numbers of 60<br /> students were used as respondents of the<br /> study. The results of their English scores in<br /> the first semester of the first year 2010-2011<br /> as well as their age and gender were used for<br /> matching purposes. The control group was<br /> subjected to the traditional teaching method<br /> while the experimental group was exposed to<br /> Language games. The study was conducted at<br /> University of Sciences, Thai Nguyen<br /> University during the second semester of the<br /> first year Bachelor in the Academic Year<br /> 2010-2011.<br /> A teacher-made achievement test was<br /> validated and administered as a pre-test and<br /> post-test to both groups.<br /> <br /> 74<br /> <br /> Số hóa bởi Trung tâm Học liệu – Đại học Thái Nguyên<br /> <br /> http://www.lrc-tnu.edu.vn<br /> <br /> Nguyễn Thị Quế<br /> <br /> Tạp chí KHOA HỌC & CÔNG NGHỆ<br /> <br /> The t-test of dependent sample means was<br /> employed to compare the pre-test mean of the<br /> two groups and post-test mean of the two<br /> groups. The t-test of dependent sample means<br /> was also used to compare the pre-test and<br /> post- test mean of each group.<br /> FINDINGS<br /> The following are the findings of the study:<br /> 1. The mean score in the pre-test of students<br /> in the control group does not differ<br /> significantly from that of students in the<br /> experimental group.<br /> The control group obtained the mean score of<br /> 5.91 while the experimental group gained<br /> 5.76 in the mean score. When subjected to ttest, the result revealed that there was no<br /> significant difference between two groups in<br /> the pre-test. Therefore, the two groups were<br /> homogeneous at the beginning of the study.<br /> 2. There is a significant difference in the posttest mean scores of the two groups:<br /> experimental group exposed to language<br /> games and control group taught with<br /> traditional teaching method.<br /> <br /> 94(06): 73 - 77<br /> <br /> Table 2 clearly shows that the mean scores of<br /> the experimental group is 7.38 which is<br /> higher than the mean scores of the control<br /> group which is 6.8. The t-test indicates that<br /> there is a significant difference in the post-test<br /> of the two groups as shown equal to 0.58. The<br /> result proved that language games is more<br /> effective in improving students’ competence<br /> in English oral skills than those taught with<br /> traditional teaching.<br /> 3. The mean score of students in the post-test<br /> differs significantly from that in the pre-test<br /> being taught with the traditional method.<br /> The pre-test mean score of the control group<br /> was 5.91, while the post-test mean score of<br /> this group was 6.8. The low scores in the pretest was due to the fact that the students had<br /> little knowledge about the subject matters that<br /> were still to be discussed. And the gain scores<br /> somewhat revealed their acquisition of<br /> previous study. When subjected to t-test, the<br /> result showed that there is a significant<br /> difference between pre-test mean scores and<br /> post-test mean scores of the respondents in<br /> the control group.<br /> <br /> Table 1. T-test Results of the Pre-test Scores of the Control and Experimental Groups<br /> Groups<br /> Control<br /> Experimental<br /> <br /> Mean<br /> Scores<br /> 5.91<br /> 5.76<br /> <br /> Mean<br /> Difference<br /> 0.15<br /> <br /> t-computed<br /> 0.7<br /> <br /> t- tab<br /> α = 0.05; df= 58<br /> 1.67<br /> <br /> Remarks<br /> Not<br /> Significant<br /> <br /> Note: t-tab: t value tabulated; df: degrees of freedom<br /> Table 2. T-test Results of the Post-test Scores of the Control and Experimental Groups<br /> Groups<br /> Control<br /> Experimental<br /> <br /> Mean<br /> Scores<br /> 6.8<br /> 7.38<br /> <br /> Mean<br /> Difference<br /> 0.58<br /> <br /> t-computed<br /> -2.56<br /> <br /> t- tab<br /> α = 0.05; df= 58<br /> 1.67<br /> <br /> Remarks<br /> Significant<br /> <br /> Note: t-tab: t value tabulated; df: degrees of freedom<br /> Table 3. T-test Results on the Pre-test and Post-test Scores of the Control Group<br /> Control<br /> Group<br /> Pre-test<br /> Post-test<br /> <br /> Mean<br /> Scores<br /> 5.91<br /> 6.8<br /> <br /> Mean<br /> Difference<br /> 0.88<br /> <br /> t-computed<br /> -6.65<br /> <br /> t- tab<br /> α = 0.05; df=29<br /> 1.699<br /> <br /> Remarks<br /> Significant<br /> <br /> Note: t-tab: t value tabulated; df: degrees of freedom<br /> <br /> 75<br /> <br /> Số hóa bởi Trung tâm Học liệu – Đại học Thái Nguyên<br /> <br /> http://www.lrc-tnu.edu.vn<br /> <br /> Nguyễn Thị Quế<br /> <br /> Tạp chí KHOA HỌC & CÔNG NGHỆ<br /> <br /> 4. There is a significant difference between<br /> the mean score in the pre-test and post test of<br /> students being taught with language games.<br /> The pre-test mean score of the experimental<br /> group was 5.76, while the post-test of this<br /> group was 7.38. When subjected to t-test, it<br /> was revealed that there is a significant<br /> difference between the pre-test and post-test<br /> scores at 0.05 probability level.<br /> 5. Students in the experimental group exposed<br /> to language games performed better than<br /> those in the control group taught without<br /> language games.<br /> The mean gain scores of the control and the<br /> experimental groups were 0.88 and 1.62<br /> respectively. The t-test proved that there is a<br /> significant difference in the mean gain scores<br /> between two groups. The results also revealed<br /> that the students being taught with language<br /> games performed better than those being<br /> exposed to the traditional method of teaching<br /> English.<br /> CONCLUSIONS<br /> Based on the findings of this study, the<br /> following conclusions were drawn:<br /> 1. The hypothesis that there is a significant<br /> difference in the pre-test scores of the two<br /> groups using language games and traditional<br /> method without language games is not<br /> supported in this study.<br /> 2. The hypothesis that the mean gain scores<br /> in the post test of students using language<br /> games significantly differ from those using<br /> <br /> 94(06): 73 - 77<br /> <br /> the traditional method is supported. It is<br /> evident that the mean score of students using<br /> language games is significantly higher than<br /> that of students using the traditional method.<br /> 3. The hypothesis indicating that there is a<br /> significant difference between the pre-test<br /> scores and the post-test scores of the control<br /> group using the traditional method is also<br /> supported in this study<br /> 4. The hypothesis that the mean gain scores<br /> in the post test significantly differ from those<br /> in the pre-test of students using language<br /> games is supported.<br /> 5. And the hypothesis that students in the<br /> experimental group using language games<br /> perform better than those in the control group<br /> using the traditional approach is also<br /> supported.<br /> RECOMMENDATIONS<br /> Based on the conclusions of this study, the<br /> following recommendations were drawn:<br /> 1. The results of the study infer that success<br /> in teaching English to students may depend<br /> not so much on the teachers’ competency or<br /> the students’ capability but more than the<br /> approaches and strategies that the teacher may<br /> use.<br /> 2. The study reveals that there is a significant<br /> difference between the pre-test scores and the<br /> post-test scores of the control group using the<br /> traditional method. Hence, this method is still<br /> favorable for teachers to integrate in their<br /> teaching.<br /> <br /> Table 4. T-test Results on the Pre-test and Post-test Scores of the Experimental Group<br /> Experimental<br /> Group<br /> Pre-test<br /> Post-test<br /> <br /> Mean<br /> Scores<br /> 5.76<br /> 7.38<br /> <br /> Mean<br /> Difference<br /> <br /> t-computed<br /> -9.766<br /> <br /> 1.62<br /> <br /> t- t-tab<br /> α = 0.05; df=29<br /> 1.699<br /> <br /> Remarks<br /> Significant<br /> <br /> Note: t-tab: t value tabulated; df: degrees of freedom<br /> Table 5. T-test for Two Independent Samples for Mean Gain Scores<br /> Groups<br /> Control<br /> Experimental<br /> <br /> Mean Gain<br /> Scores<br /> 0.88<br /> 1.62<br /> <br /> t-computed<br /> -3.45<br /> <br /> t- tab<br /> α = 0.05; df=58<br /> 1.67<br /> <br /> Remarks<br /> Significant<br /> <br /> Note: t-tab: t value tabulated; df: degrees of freedom<br /> <br /> 76<br /> <br /> Số hóa bởi Trung tâm Học liệu – Đại học Thái Nguyên<br /> <br /> http://www.lrc-tnu.edu.vn<br /> <br /> Nguyễn Thị Quế<br /> <br /> Tạp chí KHOA HỌC & CÔNG NGHỆ<br /> <br /> The results of the study also prove that the<br /> mean scores of students using language<br /> games is significantly higher than those of<br /> students using the traditional method.<br /> Therefore, it obviously indicates that<br /> language<br /> games<br /> make<br /> significant<br /> contributions to students’ learning in oral<br /> communication skills. The value of language<br /> games lies not only in the great number of<br /> games that have been invented or in the<br /> variety of levels they serve but in the useful<br /> and purposeful language practice they<br /> provide. That is why teachers should make<br /> optimal use of games in their language<br /> teaching to increase students’ work and<br /> motivation and to offer them meaningful<br /> practice. Provided that teachers can select or<br /> design and organize good games in terms of<br /> language and type of participation, they will<br /> achieve these worthy aims.<br /> <br /> 94(06): 73 - 77<br /> <br /> REFERENCES<br /> [1]. Aydan Ersoz (2000). Six Games for the<br /> EFL/ESL Classroom. The Internet TESL Journal,<br /> Vol. VI, No. 6.<br /> [2]. Bui Thi Thu Huong (2010). A study on using<br /> language games to help develop speaking skills<br /> for the non-english major freshmen at the College<br /> of Sciences, Thai Nguyen University. Scientific<br /> research paper, College of Sciences, TNU.<br /> [3]. Jasone Cenoz and Fred Genesee (1998).<br /> “Beyond<br /> <br /> Bilingualism:<br /> <br /> Multilingualism<br /> <br /> and<br /> <br /> Multilingual Education”. Multilingual Matters Ltd<br /> Publisher.<br /> [4]. Language123. The beneficial effects of games<br /> on language learning. www.language 123.com.<br /> (retrieved May 2011)<br /> <br /> TÓM TẮT<br /> HIỆU QUẢ CỦA VIỆC SỬ DỤNG CÁC TRÒ CHƠI NGÔN NGỮ ĐỐI VỚI<br /> KHẢ NĂNG GIAO TIẾP BẰNG TIẾNG ANH CỦA SINH VIÊN NĂM THỨ NHẤT<br /> TRƯỜNG ĐẠI HỌC KHOA HỌC, ĐẠI HỌC THÁI NGUYÊN<br /> Nguyễn Thị Quế*<br /> Trường Đại học Khoa học – ĐH Thái Nguyên<br /> <br /> Cho đến nay, những nghiên cứu liên quan đến việc sử dụng các trò chơi ngôn ngữ nhằm tạo động<br /> lực giúp người học tích cực tham gia và cộng tác với nhau trong quá trình học ngoại ngữ đã trở<br /> nên rất phổ biến trong giới nghiên cứu về giáo dục trên thế giới cũng như ở Việt Nam. Tuy nhiên,<br /> chưa có nghiên cứu nào chứng minh được liệu rằng những hoạt động đổi mới này có thực sự cải<br /> thiện được khả năng giao tiếp bằng tiếng Anh của sinh viên khu vực miền núi phía Bắc Việt Nam,<br /> ví dụ như ở tỉnh Thái Nguyên hay không. Do đó, bài viết này nhằm giới thiệu một nghiên cứu khá<br /> mới mẻ về hiệu quả của việc sử dụng các trò chơi ngôn ngữ đối với việc cải thiện khả năng nói<br /> tiếng Anh của sinh viên năm thứ nhất, trường Đại học Khoa học, Đại học Thái Nguyên của học kỳ<br /> II năm học 2010-2011. Hai nhóm sinh viên được giảng dạy bằng hai phương pháp truyền thống và<br /> phương pháp dạy học sử dụng các trò chơi ngôn ngữ đã tham gia thử nghiệm trong nghiên cứu.<br /> Điểm trung bình trước khi thử nghiệm của 2 nhóm không có sự khác biệt đáng kể trong khi điểm<br /> trung bình sau khi thử nghiệm 2 phương pháp thể hiện sự khác biệt khá lớn trong khả năng sử<br /> dụng tiếng Anh của 2 nhóm. Kết quả của đề tài cho thấy việc sử dụng đa dạng các trò chơi ngôn<br /> ngữ trong giảng dạy tiếng Anh thực sự nâng cao khả năng giao tiếp bằng tiếng Anh của sinh viên.<br /> Từ khoá: Hiệu quả, sự khác biệt đáng kể, trò chơi ngôn ngữ, khả năng giao tiếp, sinh viên năm<br /> thứ nhất, trường Đại học Khoa học – Đại học Thái Nguyên .<br /> <br /> Ngày nhận: 17/05/2012; Ngày phản biện:27/05/2012; Ngày duyệt đăng:12/06/2012<br /> *<br /> <br /> Tel: 0963 888 288, Email: quenguyentnu@gmail.com<br /> <br /> 77<br /> <br /> Số hóa bởi Trung tâm Học liệu – Đại học Thái Nguyên<br /> <br /> http://www.lrc-tnu.edu.vn<br /> <br />