EFL TEACHERS’ USE AND ATTITUDES TOWARDS GAMIFICATION IN TEACHING ENGLISH AT UPPER SECONDARY SCHOOLS IN QUANG TRI PROVINCE, VIETNAM / VIỆC SỬ DỤNG VÀ THÁI ĐỘ CỦA GIÁO VIÊN ĐỐI VỚI TRÒ CHƠI HOÁ TRONG DẠY TIẾNG ANH TẠI CÁC TRƯỜNG TRUNG HỌC PHỔ THÔNG TỈNH QUẢNG TRỊ, VIỆT NAM

Pham Thi Anh Ngoc

Abstract


It can be seen that emerging technology has had a positive impact on learning in several aspects. Gamification has recently been implemented noticeably in learning and teaching. By enhancing students' engagement with the teaching materials and raising their level of competency, gamification has demonstrated its effectiveness in students’ integration of the educational process. Since learning and teaching a new language is a complicated and strenuous process, learners usually need to be motivated. Hence, the introduction of gamification in the classroom would bring some benefits to learning English. This study aimed to explore 60 teachers’ use and attitudes towards gamification in English language teaching at upper secondary schools in Quang Tri. To learn about the use and attitudes among teachers, both questionnaires and semi-structured interviews were employed. The questionnaire was delivered to 60 teachers, and 15 of them were also invited to participate in the follow-up interviews. The research findings indicate that teachers value the benefits of gamification in the classroom. However, there are still challenges that must be considered and overcome when using gamification tools. Based on the findings, pedagogical implications were made with the aim to enhance teaching and learning English in the foreign language context.

Có thể thấy rằng công nghệ mới nổi đã có tác động tích cực đến việc học ở một số khía cạnh. Đáng chú ý, trò chơi hóa gần đây đã được triển khai trong học tập và giảng dạy. Bằng cách thúc đẩy sự tham gia của học sinh với các tài liệu giảng dạy cũng như nâng cao trình độ năng lực của người học, trò chơi hóa đã chứng minh hiệu quả của nó trong việc tham gia của người học vào quá trình giáo dục. Vì học và dạy một ngôn ngữ mới là một quá trình phức tạp và vất vả, người học thường cần được thúc đẩy. Do đó, việc đưa trò chơi hoá vào trong lớp học sẽ mang lại một số lợi ích cho việc học tiếng Anh. Nghiên cứu này nhằm tìm hiểu việc sử dụng và thái độ của 60 giáo viên đối với trò chơi hoá trong dạy học tiếng Anh tại các trường trung học phổ thông ở tỉnh Quảng Trị. Để tìm hiểu về việc sử dụng và thái độ giữa các giáo viên, bảng câu hỏi và phỏng vấn bán cấu trúc đều được sử dụng trong nghiên cứu này. Bảng câu hỏi được gửi tới 60 giáo viên và 15 giáo viên trong số họ cũng được mời tham gia các cuộc phỏng vấn tiếp theo. Kết quả nghiên cứu chỉ ra rằng giáo viên đánh giá cao lợi ích của trò chơi hoá trong lớp học. Tuy nhiên, vẫn còn những thách thức phải được xem xét và vượt qua khi sử dụng các công cụ trò chơi hoá. Dựa trên những phát hiện này, các ứng dụng sư phạm đã được đưa ra với mục đích tăng cường dạy và học tiếng Anh trong bối cảnh ngoại ngữ.

 

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gamification, teachers’ use and attitudes, benefits, challenges / trò chơi hóa, cách sử dụng và thái độ của giáo viên, lợi ích, thách thức

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References


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DOI: http://dx.doi.org/10.46827/ejel.v7i6.4578

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