This research addresses the problem of memorizing new vocabulary and their definitions in general and motivating students to memorize those scientific vocabularies in particular. This research examines the implementing of games as an effective learning strategy to acquire new vocabulary, solve this problem in an interesting way, and raise the student’s awareness to study and to get maximum results. The outcome of this research showed that it can increase student’s ability and motivation to memorize new words. The data extracted from using vocabulary games in different classes and by getting feedback from students.
Table of Contents
1. Introduction
2. Literature Review
2.1 What is a game?
2.2 Why should games be used in classroom?
3. Methodology
4. Conclusion
5. References
Research Objectives and Themes
This research aims to investigate the effectiveness of incorporating language games into the classroom as a pedagogical strategy to improve vocabulary acquisition and student motivation among seventh-grade learners. By implementing specific games and analyzing student feedback, the study seeks to determine whether interactive, game-based learning environments facilitate better word memorization compared to traditional drilling methods.
- Enhancement of vocabulary retention through cognitive engagement
- The role of motivation and enjoyment in the language learning process
- Promotion of peer interaction and communicative input
- Application of diverse learning strategies beyond traditional drilling
- Impact of game-based instruction on student classroom performance
Excerpt from the Book
Methodology
To know the effectiveness of using games for vocabulary teaching, researcher design two games and use these games in grade 7th students. Researcher observed students during these games. After that researcher take feedback regarding use of these games.
Following games are designed to teach vocabulary:
1. That’s sketchy:
The Rules: Divide students into two teams. One student from one team comes to the front of the class, choose a word from the basket, and draw a picture representation of the word without writing any letters. Whichever team yells out the correct word first earns a point. Then next student comes from other team, and this game will continue till end. Whichever team has most points when time is over, will win this game.
Materials needed:
Each word on a separate small piece of paper.
A basket.
Chalk or marker.
Look Out For:
Make sure to have a set time period so that students feel it is fair for one team to win.
Summary of Chapters
Introduction: This chapter highlights the critical role of vocabulary in English language mastery and introduces game-based strategies as a means to increase student motivation and engagement.
Literature Review: This section explores theoretical perspectives on vocabulary teaching, defines the educational value of games, and examines expert opinions on how games can lower anxiety and enhance the learning process.
What is a game?: This short chapter defines games as fun, purposeful activities that encourage interaction, critical thinking, and problem-solving within the classroom.
Why should games be used in classroom?: This chapter explains that games create a low-risk, hypothetical environment where students can test decisions and link thoughts to purposeful actions.
Methodology: This chapter outlines the practical implementation of two specific vocabulary games, the observation process, and the analysis of data gathered from student feedback.
Conclusion: This final chapter synthesizes the research findings, confirming that game-based learning improves vocabulary retention and motivation, and suggests that teachers should integrate games alongside traditional methods.
References: This section lists the academic sources and theoretical works cited throughout the study.
Keywords
Vocabulary, English as a Foreign Language, Language Games, Student Motivation, Action Research, Word Memorization, Classroom Interaction, Learning Strategies, Pedagogical Methods, Seventh Grade, Cognitive Engagement, Language Input, Educational Games, Drilling, Language Acquisition.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the impact of using language games to improve vocabulary teaching and student motivation in a seventh-grade English classroom.
What are the central thematic areas?
The central themes include the effectiveness of vocabulary retention strategies, the psychological benefits of game-based learning, the role of classroom interaction, and moving away from exclusively teacher-centered drilling.
What is the main goal of the study?
The primary goal is to evaluate if games act as an effective learning strategy to help students memorize new English vocabulary more efficiently and enthusiastically.
Which methodology was applied?
The researcher conducted action research, designing two specific vocabulary games—"That’s sketchy" and "Pass the board"—implementing them in class, and analyzing data through observations and student interviews.
What topics are discussed in the main body?
The main body covers the theoretical importance of vocabulary, definitions of pedagogical games, the specific rules for the implemented games, and the subsequent analysis of student performance and feedback.
Which keywords characterize this work?
Key terms include vocabulary, EFL, language games, student motivation, action research, memorization, and classroom interaction.
How do the games impact the students' memory of new words?
According to the study, the games provide cognitively demanding tasks that force students to think about word forms, helping store these words in both working and long-term memory.
What recommendation does the author make for teachers?
The author recommends that teachers vary their methods by incorporating vocabulary games alongside traditional drilling and suggests regular recycling of vocabulary every two weeks.
- Citar trabajo
- Shazia Yasmin (Autor), 2019, Why should games be used in classroom?, Múnich, GRIN Verlag, https://www.grin.com/document/470203
