|Essay type:||Evaluation essays|
|Categories:||Learning Students Games Language development|
After data collection and interviewing of all participants on the incorporation of learning games in classes, I have reached to some helpful findings in teaching vocabulary. I formulated the results in three sections, namely, students' progress, students' attitudes and expectation and unanticipated problems (Huang et al., 2015). Implementation of teaching games while educating new terminologies has resulted in increasing learners' morale and interest to study them. According to the research, the student actively participated in learning games as they focused on better results. Therefore it indicated that learning games are constructive too, which can be used by teachers in engaging students during the learning process as well as motivating their comprehension (Huang et al., 2015). Under the pie the chart, it is clearly shown that most of the students were highly motivated to study new vocabulary vie games in comparison to the traditional way. Moreover, I realized that low performers who have been quiet and shy were able to participate. Such students were madly incorporated in the course of learning games, mostly where they physically attended.
Students' Attitudes Expectation
Most students had a boring situation while studying vocabulary under traditional methods of learning. According to the research, most of the students used to copy new words which were provided by their teachers. Some of them showed how they hated learning of recent comments. Therefore by introducing learning games technique, most students showed high turn up, and they tried to their best to become winners (Huang et al., 2015). The learners specifically were much interested in games like advertisement poster competition, "hangman" which involve guessing of words about the job topic and animal squares which involve word puzzle. Student actively worked together in the games which needed group work, including the quiet students. The students liked the conducive environment, motivation and competitiveness brought by the fun to the classrooms. The reason behind this is due to the chance of the student to apply their creativity and imagination in the course of activities such as games in their classrooms; hence they are much motivated to learn.
They were some few students who isolated themselves from the game activities. Nevertheless, the majority of the students were much satisfied after the games, and the majority wanted to continue playing, they referred to those games as fun and too found them essential for their learning (Huang et al., 2015). It was much encouraging to see that many students showed a positive attitude and pleasant feelings toward studying vocabulary via games.
Even though the games were short activities and were used to create a conducive learning environment in the classroom, the intention was to make them more than just fun. The applied games should be of more importance to the students by teaching them new vocabulary as well as promoting their learning (Huang et al., 2015). Therefore, there was an important reason to know whether there was any progress in our students learning language via the use of games. Nevertheless, this research was highly conducted in a period to get the right results from the students' performance.
Therefore, from conducting the research, we have come to find that the students have good progression in the English vocabulary and the gain a lot from the games as they learn new phrases and words which appear in fun. The games still help the students in recalling their existing vocabulary during these game times (Huang et al., 2015). To generalize, therefore teachers have to spend their first part of the class lesson as a warming activity to be able to check what the learners can remember about their previous class as well as how many vocabularies of the previous topic they can recall. Like in the case where we applied games, the students were able to remember easily and answered any questions we quested them with ease and quickly and accurately. The research still was conducted to the teachers on the performance of the students after the introduction of games as part of learning vocabulary.
With regards to the effectiveness of the games, the interviewed teachers said that there is an improvement from the students as they seemed to learn new vocabulary quickly and retain them. Through the use of the post-game we used in learning, it clearly showed that students were able to help others to learn and remember the words taught during the game class (Huang et al., 2015). To conclude, most students responded and reported that games are the most effective method of learning new vocabulary.
It was hypothesized at first that, if vocabulary studying becomes high active with game activities, learners will not be faced with any difficulties. However, after conducting research, it revealed that games create problems for both teachers and learners. According to the study, various challenges have been restricted.
Lack of cooperation from some participants in class makes it challenging to use games in the classroom (Huang et al., 2015). Games need total learners' involvement as well as the friendly competition; hence it is very significant that learners have a cooperative attitude. Another challenge experienced while using games while learning is that, students tend to use their first language in the discussion instead of language being taught. It is challenging to control the use of mother tongue when games are used as a strategy to practice communication skills for foreign language (Huang et al., 2015). The research found that it is unavoidable to have use of mother tongue in English class, especially for students who share the same language since they prefer to use it to English.
Learning Games Improved Students' Vocabulary Skills
Through the application of the learning games, students were in an excellent position to make improvements in their vocabulary skills. The games enabled the students to get the opportunity for developing their sentence construction through the use of new vocabulary, developing their spelling, pronunciation, giving synonyms and antonyms as well (Huang et al., 2015). Such results were well represented in figure 4.
In the figure, the highest percentage showed the improvement of the students' vocabulary skills in the construction of sentences and the provision of synonyms. Nevertheless, this gives a belief that the improvement was achieved due to much focus on understanding the definitions provided during the learning games. As a result of this action research, I have noticed that learning games boost students' ability in learning skills such as listening, reading, writing, and speaking. About these results, I noticed that after learning and being involved in new vocabulary, the learners have the chance to make use of the language in a non-stressful manner. As the students are enjoying playing the games, their immediate attention is based on the massage hence trying to evolve as the best in their areas of participation (Huang et al., 2015). Such determinations make the learners get the fear of being evaluated negatively; therefore, the gat the message in a better way hence boosting their vocabularies. From the introduction of learning games to the students, I realized that the learner's anxiety reduced and they generated speech fluency thus achieved a communicative competence. This indicated that learning games boost students speaking skills.
From the research, I have noticed that learning games are much challenging and motivation to the students. It leads to an introduction of a competition element in language building activities, thus providing a valuable stimulus to the use of the language. This, therefore, resulted in the creation of attention by the students and enabled them to think deeply in the course of the learning process. Such concentration results in enhancement of unconscious acquisition of inputs. Due to these inputs, then the students are in a better opposition to boost there listening skills.
Such skill I experienced in my conduction of the action research where I applied learning games to the learners. In the course of the learning games, the learners showed total participation in their areas of involvement and in much need to know better (Perveen et al., 2016). To find out the results from the use of such games in learning, I interviewed the teachers and the students and evaluated the effects. From the results of the interview, it showed that there is an improvement of the students listening skills as they were able to remember what they learned from the game. This was resulted due to the attention the students created in learning games as they were much focusing on being winners.
It was clear that learning games help in the improvement of the students social skills. This was found where the students were found to be in a position to participate together during the games period. Learning games boosts such skills as it calls upon students to coordinate in the playing of their games they are involved in (Perveen et al., 2016). The action research brought the student together, where they had to socialize effectively and create good relationships among them. To identify these students helped one another in remembering what they learned from during learning games. That is as they socialized they had to help each other by exercising the use of the new vocabulary they heard in their plays hence boosting their English vocabulary. Games helped encouraged the students to communicate as well as interact, thus matching the disclosure, therefore, improving their social skills as well as speaking skills.
Lastly, learning games enables students to improve their thinking skills. That is it boosts the ability in which they reason (Perveen et al., 2016). Games create much attention from the learners as they want to know better how to make it to success. While conduction of the research, I realized that the learners' thinking level increase as they were able to induce new techniques which they were not taught. The students were able to use new terminologies in the course of the gameplay hence implying that they are thinking deeper to learn more and new vocabulary rather than relying on the teachers.
Learning Games Supported Students' Learning Skills
Students were so encouraged to learn vocabulary based on the learning games that have been implemented as per this research during the class lessons. The learning games in the study involve all learners teaching styles. Many of the students were kinetic students who liked studying by moving physically and touching objects (Perveen et al., 2016). Many students were focused on movement by 34% as it is displayed in figure 5. Moreover, other students preferred other learning styles which they found more convenient to adopt. They supported writers and readers, auditory and visual learners; students liked to use pictures, watch videos and inscribe sentence using new vocabulary as they play. Teachers need to understand and monitor these learning styles as they teach their students.
Comprehending these learning styles can significantly influence the way teachers deal with the students, rally in individual learning and set up group projects while involving learning games in the classroom. Without understand to incorporate this learning style games, some students might up lagging at the school since their leaning classes has not been activated (Perveen et al., 2016). There different learning styles as stated above that can be assimilated by teachers as they teach the students.
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