VIETNAM NATIONAL UNIVERSITY OF HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
HỨA THỊ THANH HÀ THE USE OF LANGUAGE GAMES TO MOTIVATE 10
TH

FORM STUDENTS TO LEARN WRITING AT KIM ANH
HIGH SCHOOL

VIỆC SỬ DỤNG TRÒ CHƠI NGÔN NGỮ NHẰM TẠO ĐỘNG
LỰC THÚC ĐẨY HỌC SINH LỚP 10 HỌC VIẾT TẠI TRƢỜNG
TRUNG HỌC PHỔ THÔNG KIM ANH

M.A. Minor Thesis

Field: English Methodology
Code: 60.140.111

HANOI – 2013

VIETNAM NATIONAL UNIVERSITY OF HANOI


I, Hứa Thị Thanh Hà , declare that the thesis entitled “The use of language games to
motivate 10th form students to learn writing at Kim Anh High school” reports the
result of the study conducted by myself. The minor thesis is submitted to the
Faculty of Post-graduate studies, ULIS, Hanoi for Degree of Master in TESOL. It
has not been published anywhere. Hứa Thị Thanh Hà

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ACKNOWLEDGEMENTS

In the first place, I would like to send my sincere thanks to my supervisor – Dr.
Hoang Thi Xuan Hoa, Vice - Director of Institute for Education Quality Assurance,
Vietnam National University, Hanoi, for all her valuable guidance, helpful advices,
recommendation, and encouragement during the time I tried to complete this minor
thesis. Without her, I would not have followed the right direction for the
accomplishment of this research.
Second, my deepest thanks go to ten teachers of English and 89 tenth form students
at Kim Anh High school who were so generous and willing to help me with the
questionnaires and interviews.
Third, I would like to thank all the teachers of the Faculty of Post-Graduate studies
for their valuable lectures on which my minor thesis was laid the foundation.
Last but not least, I would like to express my biggest love and thankfulness to my
family for their unconditional contributions during my thesis.


Table 2 Teachers' preparation for the use of language games in writing lessons
Table 3 Students' performance in the games according to the teachers'
viewpoint
Table 4 The difficulties facing teachers when using language games to
motivate students to learn writing
Table 5 Teachers' suggestions on how to use language games to motivate
students to learn writing
Table 6 The benefits of using language games as a motivator in writing lessons
according to students' viewpoint
Table 7 The difficulties students meet when playing language games in writing
lessons
Table 8 Students' suggestions for teachers' using language games to motivate
students to learn writing
Figure 1 Teachers‟ keenness on using language games to motivate students to
learn writing
Figure 2 The usefulness of using language games to motivate students to learn
writing in teachers' viewpoint
Figure 3 The frequency of using language games to motivate students to learn
writing
Figure 4 Stages at which language games are used in writing lessons
Figure 5 Time for using language games to motivate students to learn writing
Figure 6 Kinds of language games to stimulate students to learn writing
Figure 7 Class organization when language games are used to motivate
students to learn writing
Figure 8 Teachers‟ activities before conducting the games

v
Figure 9 Teachers‟ activities while students are playing the games
Figure 10 Teachers‟ activities in the post playing stage
Figure 11 Teachers‟ feeling pleased with their use of language games to

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TABLE OF CONTENTS PAGE
Declaration i
Acknowledgements ii
Abstract iii
List of tables and figures iv
List of abbreviations vi
Tablle of content vii
PART A: INTRODUCTION
1. Rationale for the study 1
2. Aims of the study 2
3. Research question of the study 2
4. Scope of the study 3
5. Methods of the study 3
6. Design of the study 3
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Writing and writing teaching 4
1.1.1. Definitions 4
1.1.2. Approaches to writing teaching 5
1.1.3. Processes in teaching writing 6
1.1.4. Factors affecting students' performance in writing lessons 8
1.1.4.1. Student factors 8
1.1.4.2. Teacher factors 9

viii
1.1.4.3. External factors 10
1.2. Language games 11
1.2.1. Definitions 11
1.2.2. Roles of language games 12

to motivate students to learn writing at Kim Anh High school 33
3.1.2.3. The difficulties students meet when teachers use language games to
motivate them to learn writing 36
3.1.2.4. Students' suggestions for teachers' using language games to motivate
students to learn writing 37
3.2. Interviews 38
3.2.1. Interview with the teachers 38
3.2.2. Interview with the students 40
PART C: CONCLUSION
1. Summary of findings 41
2. Pedagogical Implications 42
3. Limitations and recommendations for further studies 43
REFERENCES 44
APPENDICES
Appendix 1: Survey questionnaire for the teachers I
Appendix 2: Survey questionnaire for the students VII
Appendix 3: Interview questions for the teachers and the students XV
Appendix 4: Interview with the teachers XVI
Appendix 5: Interview with the students . XIX
Appendix 6: Data collected from the survey questionnaire for the teachers XXI
Appendix 7: Data collected from the survey questionnaire for the students XXVI

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PART A: INTRODUCTION
1. Rationale for the study
In second language learning, language games have long been proved to be
not just time-filling activities but have a great educational value. "Games can lower
anxiety, thus making the acquisition of input more likely." (Richard-Amato, 1988,
p.147). They are highly motivating and entertaining, and they can give shy students
more opportunity to express their opinions and feelings (Hansen, 1994, p.118).

games have not successfully applied to writing lessons at Kim Anh High school yet.
All the above- mention reasons have inspired the author to conduct the study
" The use of language games to motivate 10
th
form students to learn writing at
Kim Anh High School"
2. Aims of the study
The study is aimed at investigating the situation of using language games to
motivate 10
th
form students to learn writing at Kim Anh High School. Following are
the specific objectives:
 The attitudes of the teachers and students towards using language games to
motivate students to learn writing
 The use of language games to motivate students' learning writing
 The difficulties that the teachers and students meet when language games are
used to motivate students to learn writing
Based on the findings, some suggestions and implications are provided for
the improvement of writing teaching by using language games as a motivator
3. Research question of the study
To achieve the aim, the study plans to answer the following question:
What is the situation of using language games to motivate 10
th
form students
to learn writing at Kim Anh High School?
To answer this question, the answers to the minor questions were sought for:
 What are the attitudes of the teachers and students towards using language
games to motivate students to learn writing?

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REFERENCES and APPENDICES are provided in the last pages of the study.

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PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Writing and writing teaching
1.1.1. Definitions
In language teaching, writing is one of the four language skills (reading,
speaking, listening and writing) that a learners is expected to master. Many linguists
have tried to give definitions of writing.
Byrnes (1991, p.1) sees writing from the lowest level - letters to the higher
and higher levels of performance - words, sentences and discourses and as strategies
to obtain a final product of " making marks on the flat surface of some kinds."
Candlin and Hyland ( 1999, p.107) define writing as " an engagement in a
social process, where the production of texts reflects methodologies, arguments and
rhetorical strategies constructed to engage colleagues and persuade them of the
claims that are made." In the opinions of Murray (1978,p.29) and Perl (1979, p.43),
writing is " a creative discovery procedure characterized by the dynamic interplay
of content and language: the use of language to explore beyond the known content".
However, cognitive view considers writing as decision-making process
(Flower and Hayes,1981). When writing something, the writer has to decide what to
begin with, whether to include or leave out an idea, what information to place, etc.
Writing is essential for language learners to acquire a language. It is used as
assessment; as an aid to critical thinking, understanding and memory; to extend
students‟ learning beyond lectures and other formal meetings; to improve students‟
communication skills; and to train students as future professionals in particular
disciplines. Raimes (1983) states three ways in which students can learn better
through writing. First, writing reinforces their grammatical structures, idioms and
vocabulary. Second, writing gives them a chance to try the language learnt. Last but
not least, writing can help motivating learners to learn new languages.

d) The Grammar-Syntax Organization Approach:
This approach stresses on simultaneous work on more than one composition
feature. It is inclusive here that writing cannot be seen as composed of separate

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skills which are learned sequentially. So, students must be trained to pay attention to
organization while they also work on the necessary grammar and syntax.
e) The Communicative Approach:
This approach focuses 'on the purpose of writing and the audience for it.
They are given some tasks where they have to behave as writers so that they can
learn by doing it. Why am I writing this? Who will read it?
Thus, this approach is quite functional in nature, which can provide the
actual experience to the learners.
f) The Process Approach:
This approach shows the shift from product to process which shows: How do
I write this? How do I get started?
Here, the students are trained to generate ideas for writing, to think of the
purpose, audience, and ways of communication and so on.
In fact, it is a developmental process from generating ideas to expressing
them, drafting, redrafting, organizing and so on. This process of writing can have
three stages like: Prewriting, Writing and Post-writing (Revising or Redrafting).
As 'there is no one way to teach writing, but many ways" (Raimes, 1983, p.
6-11), teachers should find an appropriate method or integrated ones to teach
writing for specific students.
1.1.3. Processes in teaching writing
During the seventies of the 20
th
century, while the product approach received
a lot of criticism, many teachers at the forefront of the development of the process
approach have proposed methodologies emphasizing the creatively and

in comparison with the product approach. A teacher who adopts the approach will
try to respect the learners‟ cultural background and avoid the imposition of ideas or
language behavior. The teaching and learning materials which make use of these
approaches typically attempt to encourage creativity in very practical ways.
It is necessary to provide a supportive environment for the students and be
patient. In the long term, teachers and students will start to recognize the value of a
process writing approach as their written work improves (Stanley, 2007: 9).

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1.1.4. Factors affecting students' performance in writing lessons
Students „performance in writing lesson can be affected by a variety of
factors originating from students, teachers and other external factors. In the
following sections, some of the major factors will be discussed.
1. 1.4.1. Student factors
The main factors originating from students‟ side that may affect students‟
participation in classroom activities include students‟ learning styles, students‟
motivation and students‟ language levels.
Students’ learning styles
Different individuals may have different learning styles, prefer different
kinds of work, and expect different degrees of care and attention from the teacher. It
is obvious that if teacher realizes the differences among the individuals in the class,
he can plan appropriate activities and the students will join in the lesson actively.
Students’ motivation
Regarding the issue, Lightbrown and Spada (1999) consider motivation a
complex phenomenon and define it in terms of two factors: learners‟
communicative needs and their attitudes towards the second language community.
According to Harmer, the sources of motivation are diversified. They may
derive from the society we live in, significant others like parents or old siblings, the
teacher and the method. Among these sources, the teacher and the method may be
of the most importance. For the teacher, his or her attitudes and enthusiasm help

ways teachers design appropriate activities to motivate students to write as well as
the ways that the teachers elicit writing tasks. In order to have a suitable method, the
teacher should bear in mind the factors such as learners' learning styles, teaching
purposes and other available classroom conditions. Choosing an inappropriate or
not being flexible in applying methods to a certain class may have negative effects
on students‟ participation.
Teachers’ knowledge
In the study What makes a good teacher, Breach (2005) points out that most
students believe that the teacher is a fountain of knowledge and their main

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responsibility is to pass on that knowledge to students. Knowledgeable teachers are
those with high language ability and general knowledge of the field expertise. Not
only should teachers be fluent, accurate English speakers but they should also be
certain of the topic they are going to conduct. According to Underwood (1987), the
more knowledge a teacher can apply to his lesson, the more interested his students
will feel in the learning activities.
Teachers’ instructions
Complicated instructions are another major problem that often makes giving
instructions very time – consuming. In the class, if the students do not understand
the teachers‟ instructions, they do not react anything. Ur(1996) provides several
very useful recommendations: The first step is to prepare what you are going to say,
and if possible, even to write it down. Then the teacher needs to ensure the class‟s
attention. Next, he should give the information more than once. Make sure that the
language is brief and clear, and then follow it up with demonstrations. Giving
effective instructions is not easy as it is a skill that can only be gained with proper
learning and frequent practice.
1.1.4.3. External factors.
Time limitations
Clearly, time limitation is an external factor affecting students' performance

A language game also shares the similar characteristics with the ordinary
game. However, language games means games related to language. If ordinary
games help to improve different aspects such as intellectual ability and patience,
language games help to develop language skills. When playing language games,
learners not only have fun but can also practice English enjoyably, which helps to
motivate students. Greenal(1984) gives his opinion of language game as " one kind
of activity which is used to consolidate language already taught or acquired and
occurs during the free stage of a lesson or during occasions such as English club
meetings. He states that a language game "is used whenever there is an element of
competition between individual students or teams in a language activity."

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To sum up, a language game is not just for fun but the skills needed are
heavily weighed on the language side. So, language games must be carefully
selected by teachers to serve the purpose.
1.2.2. Roles of language games
According to many researchers and educators, motivation is one of the keys
to success of language learning. Motivation, as pointed out by Gardner (1985),
involves desire to learn a language, intensity of effort to achieve this, and attitudes
toward learning the language. It is obvious that motivation to learn a second
language refers to the extent to which the individual tries to learn the language
because of a desire to do so and the satisfaction experienced in this activity. Thus,
those motivated to participate actively in class usually get good study results.
Developing motivation is not easy because it is something very personal.
However, Lightbrown and Spada( 1999) state that: " If we can make our classrooms
places where students enjoy coming because the atmosphere is supportive and non -
threatening, we can make a positive contribution to students' motivation to learn."
And language game is an important source of motivation and it is often
considered as the first step to draw learners' attention to an EFL environment (Vale,
1995). In most of the games, en element of competition between individuals or

involve a one-way information gap or a two-way information gap.
 Guessing games: In these games, someone knows something and the others have
to find out what it is.
 Matching games: Participants need to find a match for a word, picture or card.
 Puzzle- solving games: The participants in the game share or pool information in
order to solve a problem or a mystery.
 Role play games: Role play can involve students playing roles that they already
play in real life or roles that they do not play in real life .
In short, there are many types of language games for teachers to apply in
teaching language but choosing the most useful in certain lessons in order to
stimulate students and develop their skills depends on the wise use of the teachers.
1.2.4. Methods of using language games

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To students, language games may be used purely for fun. However, teachers have to
consider when to play a game, which game to play and how to run a game in order
to make the best use of the game and connect them with the target language.
1.2.4.1. When to use a game?
According to Wright, Betteridge & Buckly (2005), " games can be found to
give students practice in all the skills: reading, writing, listening or speaking in all
stages of the teaching/ learning sequence and for many types of communication."
Hadfield (1987) also stated that "games can be used at any stage of the lesson once
the target language has been introduced and explained. They serve both as a
memory aid and repetition drill and as a chance to use language freely."
In short, "a game should not be regarded as a marginal activity filling in odd
moments when the teacher and class have nothing better to do" as Lee (1979)
observed. Games should be "an integral part of the language system" (Hadfield,
1990) and they can be used "at any stages of the lesson, provided that they are
suitable and carefully chosen" (Rixon, 1981.)
As in writing lessons, the post stage is usually for giving feedback, language