Sử dụng các trò chơi giao tiếp để tăng cường sự tham gia của học sinh trong các giờ học kỹ năng nói tại trường THPT Hoành Bồ, Quảng Ninh

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

NGUYỄN HỒNG THẮM

USING COMMUNICATIVE GAMES TO ENHANCE

STUDENTS’ PARTICIPATION IN ORAL ACTIVITIES AT

HOANH BO HIGH SCHOOL, QUANG NINH PROVINCE

SỬ DỤNG CÁC TRÒ CHƠI GIAO TIẾP ĐỂ TĂNG CƯỜNG

SỰ THAM GIA CỦA HỌC SINH TRONG CÁC GIỜ HỌC KỸ NĂNG

NÓI TẠI TRƯỜNG THPT HOÀNH BỒ, QUẢNG NINH

M.A THESIS

Field: English Linguistics

Code: 8220201

THAI NGUYEN – 2019

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

NGUYỄN HỒNG THẮM

USING COMMUNICATIVE GAMES TO ENHANCE

STUDENTS’ PARTICIPATION IN ORAL ACTIVITIES AT

HOANH BO HIGH SCHOOL, QUANG NINH PROVINCE

Sử dụng các trò chơi giao tiếp để tăng cường sự tham gia của học sinh

trong các giờ học kỹ năng nói tại trường THPT Hoành Bồ, QuảngNinh

M.A THESIS

Field: English Linguistics

Code: 8220201

Supervisor 1: Prof. Dr. Nguyen Thi Mai Huong

Supervisor 2: Prof. Dr. Nguyen Thi Que

THAI NGUYEN – 2019

i

CERTIFICATE OF ORIGINALITY

I hereby declare that this submission of the minor thesis entitled “Using

Communicative Games to enhance Students’ Participation in Oral Activities at

Hoanh Bo High School, QuangNinh Province” is my own work. To the best of

my knowledge, it contains no materials previously published or written by another

person, or substantial of material which have been accepted for the award of any

other degree or diploma at SFL or any other educational institutions. The thesis has

not been submitted to any other examining body and has not been published. Any

contribution made to research by others is explicily acknowledged in the thesis.

Thai Nguyen, July 2019

Nguyen Hong Tham

Approved by SUPERVISOR

Supervisor 1: Dr. Nguyen Thi Mai Huong

Supervisor 2: Dr. Nguyen Thi Que

Date: July, 2019

ii

DEDICATION

To my parents who taught me to be more patient,

My siblings,

My husband, Nguyen Ngoc Binh

My two sons, Nguyen Duy Phuong, Nguyen Hai Nam

And my friends

For their endless support

And being my constant sources of inspiration.

iii

ACKNOWLEDGEMENT

The researcher has succeeded in finishing this study, which has been greatly

improved by comments, corrections, guidance and ideas of many people. It is hard

to even begin to acknowledge personally all those who have had an impact on her

life and study during that making of this study.

First and foremost, I would like to express my deepest thanks to Dr.Nguyen

Thi Mai Huong and Dr. Nguyen Thi Que, advisers, for their invaluable assistance,

encouragement as well as her guidance they gave me while I was doing my research

and for their constructive comments and suggestions in perfecting this thesis;

I am indebted to all the teachers at School of Foreign Languages, Thai

Nguyen University for their invaluable lessons, suggestions, moral support and

prayers for the completion of this study;

I would like to take this opportunity to express my gratitude to Mrs Dang Thi

Hien, the Headmaster of Hoanh Bo High School for her permission to conduct the

study.

Thanks are due to all the teachers of English at Hoanh Bo High School for

their suggestions and validation of the test items and questionnaires.

Last but not least, I would like to send my sincere thanks to all the students

in 10A5 class at Hoanh Bo High School, the respondents of the study, for their

willingness in joining the experimental learning period and answering follow-up

questionnaires.

iv

ABSTRACT

The goal of this study was to evaluate the impacts of communicative games

and activities on students’ participation in oral lessons as validated through

teachers’ classroom observations and perceived by students participating in the

program. The respondents of the study include 30 grade 10A5 students and two

teacher observers at Hoanh Bo High School in Quang Ninh province during their

second semester of the school year 2018-2019.

The study was conducted during 8 weeks in which different communicative

games and activities were introduced to teach speaking skill. Students’ participation

was evaluated through 8 classroom observation sheets marked by two teacher

observers during class visits. In addition, a set of questionnaire was delivered to

students upon the accomplishment of the experimental teaching period regarding

their perception on level of participation in speaking as well as their evaluation of

the whole learning period after being exposed to communicative activities and

games.

The result of the study has shown that Communicative Games used in the pilot

teaching enhanced students’ participation in oral activities and students’ attitudes

towards Communicative Games used in the experimental teaching period were

positive. Therefore, Communicative Games are recommended in classroom

teaching to enhance students’ participation in oral activities.

v

TABLE OF CONTENTS

STT CONTENT PAGE

1 CERTIFICATE OF ORIGINALITY i

2 DEDICATION ii

3 ACKNOWLEDGEMENT iii

4 ABSTRACT iv

5 TABLE OF CONTENTS v

6 LIST OF ABBREVIATIONS vii

7 LIST OF TABLES viii

8 LIST OF FIGURES ix

9 CHAPTER I: INTRODUCTION 1

10 1.1. Introduction and rationale for the stud 1

11 1.2. Aims of the study 2

12 1.3. Scope of the study 2

13 1.4. Conceptual framework 3

14 1.5. Significance on of the study 4

15 1.6. Definition of terms 5

16 1.7. Structure of the thesis 5

17 CHAPTER II: REVIEW OF RELATED LITERATUREAND

STUDIES

7

18 2.1. Related literature 7

19 2.1.1.Overview about speaking 7

20 2.1.1.1. Definitions of speaking 7

21 2.1.1.2. Characteristics of successful oral activities 8

22 2.1.1.3. Students’ participation in oral activities 10

23 2.1.2. Factors impacting on students’ participation in oral

activitie

11

24 2.1.2.1 Students’ factors 11

25 2.1.2.2. Teachers’ factors 11

vi

26 2.1.2.3. Classroom’s factors 12

27 2.1.3. Using Communicative Language Games in teaching

speaking

12

28 2.1.3.1. The nature of communicative language games 12

29 2.1.3.2. The benefits of communicative language games 13

30 2.1.3.3. Types of games 14

31 2.2. Related studies 16

32 CHAPTER III: RESEARCH METHODOLOGY 18

33 3.1. Research Design 18

34 3.2.The population and sampling 19

35 3.3. Data collection íntrument 19

36 3.4. Research Procedures 19

37 3.4.1. Results of classroom observations 19

38 3.4.2. Results from students’ questionaire 20

39 3.4.2.1 General information of the student respondents 20

40 3.4.2.2 Students’ perceptions on communicative activities 21

41 3.4.2.3 Students’ evaluation towards the experimental

learning period being exposed to the use of communicative

games

21

42 CHAPTER IV 22

43 4.1. Results of Classroom observations 24

44 4.2. Results from Students’ questionnaire 24

45 4.2.1. General information of the student respondents 24

46 4.2.2. Students’ perceptions on communicative activities 25

47 4.2.3. Students’ evaluation towards the experimental learning

period being exposed to the use of communicative games

27

48 CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS

33

49 5.1. Summary of finding 33