The effect of games on year three pupils' vocabulary acquisition, interest, motivation and attitudes in the Chinese language classroom (IR)
The objective of this research was to investigate the effects of the use of games as a strategy during practice for improving vocabulary acquisition of year three pupils in the Chinese language classroom. Quasi experimental was used in the research. This research also sought to examine the effects o...
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| 主要作者: | |
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| 格式: | thesis |
| 语言: | eng |
| 出版: |
2016
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| 主题: | |
| 在线阅读: | https://ir.upsi.edu.my/detailsg.php?det=2681 |
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| 总结: | The objective of this research was to investigate the effects of the use of games as a strategy during practice for improving vocabulary acquisition of year three pupils in the Chinese language classroom. Quasi experimental was used in the research. This research also sought to examine the effects of game-based practice on pupils' interest, motivation and attitudes. Two different teaching practices were adopted, that are game-based practice for the experimental group and conventional practice for the control group. Each group had 30 pupils who were randomly assigned. Data was collected through a vocabulary acquisition test, a questionnaire on pupils' interest, motivation and attitudes, focus group interviews with pupils and the experimental group teacher's interview. Statistical results revealed that there was no significant difference between the two groups on vocabulary acquisition test. However, the middle vocabulary level pupils in the experimental group made significant improvement and performed as well as the high vocabulary level pupils. When tested separately, the pupils of high, middle and low vocabulary levels in the experimental group significantly performed better than those in the control group. The pupils in the experimental group had significantly higher interest, motivation and attitudes in the Chinese language classroom compared to the control group. Positive and supportive responses were also garnered from the teacher and pupils towards the game-based practice. These positive results offered a notable incentive to language teachers to include game-based practice in their teaching of vocabulary. Moreover, the positive results with regards to pupils' interest, motivation and attitudes will augur well for an eventual improvement in the pupils' vocabulary acquisition. |
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