Puzzle Games and English as a Second Language Students’ Achievement in Grammar in Makurdi Local Government Area of Benue State, Nigeria (original) (raw)
Related papers
Using Games in Primary Schools for Effective Grammar Teaching: a Case Study from Sebha
International Journal of English Language & Translation Studies, 2014
Teaching and learning a foreign language like English is not easy task. The situation become more difficult when the learners are primary school children and teaching and learning focus is grammar, an activity often regarded as ‘boring, ‘uninteresting’ and ‘’tedious’. However, one’s mastery over a language is determined by the appropriate use of language by that individual following grammatical rules and failing to follow the rules of grammar marks one’s use of language as erroneous. Therefore, systematic attempt is done to teach grammatical rules and structures to the language learners from the beginning of language teaching and learning process. However, the success or failure of learning, mastering and using the grammatical rules and structures is largely determined by the technique and approach used by the grammar teacher to teach. The leaner-cantered, interesting, motivating technique of grammar teaching is believed to generate positive results whereas traditional, teacher-centered, uninteresting, uninvolving method is believed to be a cause of failure for learners to learn and master grammar rules and structures. Therefore, the grammar teaching technique, which involves language learners, to maximum, in learning in amusing and creative way, motivating, challenging and stimulating his/her mental processes, and reducing classroom anxiety and fear, is desired and recommended for fruitful language teaching and learning process. In this respect, the present paper discusses the effectiveness of using games for teaching grammar to primary school students as a technique which could easily be utilised and exploited for maximum benefits for learners. The study is based on the practical experiment done on the students of two primary schools in Sebha city of Libya using grammar games. The results, which proved to be fruitful and positive, are discussed as a basis for the argument in support of using games for teaching grammar to school children.
International Journal of Academic Research in Progressive Education and Development, 2019
This study has investigated the use of educational games to improve English grammar achievement among eleventh grade students at a high school for girls in East Jerusalem. It was conducted during the second term of the 2016-2017 school year. The researchers adopted an experimental approach, with a total of 62 students divided equally into an experimental group and a control group, which both completed pre-and post-tests. The experimental group was taught grammar using educational games for two months, while the control group was taught using traditional methods. The results revealed no significant difference at α = 0.05 between groups on the pre-test, while the post-test revealed a significant difference between the achievement of the experimental group (M = 77.6%) and control group (M = 68.7%). Based on these findings, the study recommends applying educational games in English grammar instruction and other language skills.
The Impact of Classroom Games on the Acquisition of Second Language Grammar
While games are a common classroom activity, not much empirical evidence supports the use of games in L2 grammar classrooms for late teens and adults. This intervention study focused on 34 Turkish learners of English as a second language. The intervention group was exposed to three class period of games, while the comparison group had three class periods of traditional instruction (e.g. worksheets and whiteboard explanations). A pre-test, a post-test, and a delayed post-test were given. T-tests were performed on the scores from each test and a mixed (with-subject and between group) ANOVA was conducted. Additionally a survey was conducted to determine the experience of the students. Results of the statistical analyses were not significant, but the students reported being motivated by the games. It is recommended that teachers use games in their grammar classrooms about once a week.
Effectiveness of using games in teaching grammar to young learners”
2011
ABSTRACT: The primary aim of this study was to explore the effectiveness of using games in teaching grammar to young learners from the view points of Turkish EFL teachers working in primary schools. English language teachers'(n= 15) opinions were collected through a questionnaire and the results of this study demonstrated that Turkish EFL teachers have a range of conceptions about using games in grammar teaching similar to those reported in the current literature.
Teaching grammar has been regarded as crucial to the ability to use language. The writing of the paper tries to explore the analyses of attitude of student teachers towards using the grammar games for teaching English. The methodology applied in the research was survey method to 250 student teachers by using simple random sampling technique as the sample of the study. Also in the research, the researcher made an attempt to measure the attitude of student teachers towards using grammar games for teaching English. Using a self-made tool, the researcher collected data from the student teachers in Bandung district. The collected data were analyzed and treated statistically in terms of Mean, SD and ‗t' test through the use of SPSS 21. The results of the study clearly showed that majority of the student teachers have a favourable attitude towards the use of games for teaching English grammar.
2017
English is taught as a compulsory subject from primary schools to universities in Vietnam. When learning English, students need to learn grammar. Grammar, as an integral part of a language, plays a crucial role in the language learning process. Without some knowledge of grammar, it would be impossible to have language comprehension as well as language production. The lack of grammar knowledge affects all the four language skills. That’s why grammar learning is an important and indispensable part of any language learning process. Actually, there are a considerable number of studies examining how to use games in teaching grammar in many contexts. However, a few articles address how effective games are in grammar instruction. Therefore, the current paper aims to fill the gap by analyzing the application of games in teaching grammar for English majored freshmen at Dong Nai Technology University. A mixture of both quantitative and qualitative methods was applied in the paper. The finding...
Asian Journal of Arts and Culture
The purposes of this study were: 1) to investigate students’ grammatical knowledge of secondary school students in the south of Thailand by using game-based learning and 2) to study students’ satisfaction towards game-based learning. The target group consisted of 35 students who were in Grade 8 in a school in the south of Thailand. The study was conducted in the second semester for 13 weeks. The instruments used in this research were 1) the English grammar achievement test used as a pretest and posttest, and 2) a set of satisfaction questionnaires towards using game-based learning in English grammar learning. The results of this research were as follows: 1) the student’s knowledge on English grammar post-test (M = 18.69) was higher than pre-test (M = 13.80) with the statistically significant level of .05 (P-value < .05) and 2) the students were satisfied with learning English grammar by using game-based learning at the highest level (M = 4.67, S.D. = 0.69)
European Journal of Applied Linguistics Studies
This study attempts to investigate the effect of games on students’ learning English grammar and to give suggestions for applying games. An experiment was conducted with two tenth classes at Dien Hai Highschool, Bac Lieu Province, Vietnam. In one class, grammar was taught with the grammar games at the practice stage while the other was taught as normal. The study proved that games had positive effects on students’ learning English grammar at Dien Hai High school. Data from the questionnaire revealed that games brought about an amusing atmosphere, games created the learning environment and games provided students with opportunities and challenges to practice English grammar. Besides, by means of tests, the data collections showed that students could get better results when they learnt English grammar with games. The students in the experiment class achieved better results than those of the control at the end of the experiment. Particularly, the number of good students in the experime...
How Effective is L1 Games in Improving the Understanding of English Grammar for University Students
2015
This study reveals the university students’ responses on how effective is the use of L1 games in increasing their understanding of English (L2) grammar. It is worthy of note to discover how the use of Indonesian (L1) games could improve the students’ grammar comprehension. The purposes of this study are to discover the university students’ opinion of using games in any grammar classes they have experienced, their feedback on the use of L1 games in learning L2 grammar, and the effectiveness of the use of L1 games in improving their understanding of L2 grammar. The data were obtained from the two questionnaires distributed to 43 Indonesian university students, who took Grammar: Verb Patterns class, in two different meetings and also from class observation in four consecutive class meetings. The data were analyzed by counting the students’ opinion in the two questionnaires one by one and then putting them into several tables with certain categories. The findings show that the use of L1...
ATTITUDE OF STUDENT TEACHERS TOWARDS USING GRAMMAR GAMES FOR TEACHING ENGLISH
This article deals with the analysis of attitude of student teachers towards using the grammar games for teaching English. Using the conventional method of teaching, the teaching learning process, especially for English language, is not interesting for the students and the English language teachers, which in turn, the achievement in English of the students may also be severely affected. Realizing this fact, being the teacher educator of English optional, the investigator made an attempt to measure the attitude of student teachers towards using grammar games for teaching English. Using a self-made tool, the investigator collected data from the student teachers in Tirunelveli district and analyse the data with the help of Mean, SD and 't' test. The results of the study indicated that majority of the student teachers have a favourable attitude towards the using grammar games for teaching English at the secondary level. Moreover, the female student teachers are found to be more favourable towards using grammar games than their male counterparts. Similarly, the UG qualified student teachers are more favourable regarding using the grammar games than the PG student teachers.