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    Final Asignment 2024 - Hoàng Trần Gia Huy - 2371K1

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    Final Asignment 2024 - Hoàng Trần Gia Huy - 2371K1

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    Final Asignment 2024 - Hoàng Trần Gia Huy - 2371K1

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    Hoàng Trần Gia Huy

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    of 8

    HANOI OPEN UNIVERSITY

    FACULTY OF ENGLISH

    ASSIGNMENT ON SCIENTIFIC RESEARCH METHODOLOGY

    MA Thesis Proposal

    IMPROVING THE ENGLISH GRAMMAR LEARNING ABILITY OF STUDENTS AT


    MINH CHAU HIGH SCHOOL, YEN MY DISTRICT THROUGH GAMES
    Cải thiện khả năng học ngữ pháp tiếng Anh của học sinh trường THPT Minh Chau, huyện
    Yên Mỹ thông qua các trò chơi
    HOANG TRAN GIA HUY

    Date of birth: 07/11/2001


    Group: 2371K01
    Field: English Language

    Hanoi – 2024
    2. TABLE OF CONTENTS
    Contents Page number
    1. Introduction 1
    1.1. Rationale …
    1.2. Aim and objectives …
    1.3. Scope of the study …
    1.4. Research questions …
    1.5. Structure of the study …
    2. Literature Review …
    2.1. Overview of previous studies …
    2.2. Theoretical framework …
    3. Proposed Research Methodology …
    3.1. Research approaches …
    3.2. Population and sample …
    3.3. Research methods (data collection instruments/tools,
    procedure, data analysis)
    4. Proposed Chapter Outline …
    References …

    3. MAIN TEXT
    Chapter 1: Introduction
    1.1. Rationale
    Grammar learning stands as a cornerstone of language acquisition, providing the structural
    foundation upon which effective communication is built. However, for many students,
    mastering the intricacies of grammar can be a daunting task, marked by complexities and
    challenges that hinder progress. Minh Chau High School, nestled in the heart of Yen My
    District, faces similar hurdles in equipping its students with the requisite grammar proficiency
    to excel in linguistic expression. Recognizing the significance of addressing this educational
    need, there emerges a compelling opportunity to explore innovative pedagogical approaches
    that not only mitigate these challenges but also foster a vibrant and engaging learning
    environment.
    In light of these considerations, the quest to improve the grammar learning ability of students
    at Minh Chau High School through games emerges as both a pragmatic necessity and a
    pedagogical imperative. By harnessing the motivational and interactive elements of gaming,
    educators can create a more immersive learning experience that promotes active participation
    and knowledge retention.
    1.2. Aim and objectives of the study
    The aims of this study are set out as follows:

    • To assess the effectiveness of gamified grammar learning in improving students' grammar


    proficiency.
    • To explore the attitudes of students towards the incorporation of games into the language
    learning curriculum.
    • To identify the most effective types of games for facilitating grammar acquisition.
    Scope of the study
    Social Scope: Students at Minh Chau High School
    Academic Scope: English Grammar learning
    1.3. Research questions
    • How does the integration of games into grammar instruction impact the overall grammar
    proficiency of students at Minh Chau High School in Yen My District?
    • What are the attitudes and perceptions of students towards gamified grammar learning
    at Minh Chau High School?
    • Which types of games are most effective in facilitating grammar acquisition among
    students at Minh Chau High School?
    The study consists of 5 chapters:
    Chapter 1: Introduction
    Chapter 2: Literatature review
    Chapter 3: Methodology
    Chapter 4: Findings and Discussion
    Chapter 5: Conclusion
    References
    Chapter 2: Literature review
    2.1. Overview of previous studies
    2.1.1 2 previous studies of two foreign authors
    2.1.2 2 previous studies of two Vietnamese authors
    2.2. Theoretical background/frameworks
    2.2.1 Learning English grammar
    English grammar learning is a fundamental component of language acquisition, serving as the
    structural framework for effective communication. As educators and researchers seek to
    optimize pedagogical approaches to grammar instruction, a rich body of literature has emerged,
    exploring various methodologies, theoretical frameworks, and technological innovations
    aimed at enhancing grammar learning outcomes. This literature review synthesizes key
    findings from empirical studies, theoretical perspectives, and educational innovations to
    provide a comprehensive overview of current trends and best practices in learning English
    grammar.
    • Traditional Grammar Instruction:
    • Communicative Approaches:
    • Task-Based Learning:
    • Technology-Enhanced Grammar Instruction:
    • Gamification of Grammar Learning:
    2.2.2 Using games in teaching English grammar
    The integration of games into English grammar instruction represents a dynamic and engaging
    approach to language learning, harnessing the inherent motivational and interactive qualities
    of gaming to enhance grammar acquisition. This literature review synthesizes empirical
    research, theoretical perspectives, and pedagogical insights to explore the efficacy, benefits,
    and challenges of using games in teaching English grammar.

    Motivation and Engagement:


    Active Learning and Practice:
    Contextualized Learning:
    Collaborative Learning:
    Challenges and Considerations:
    Chapter 3: Methodology
    3.1. Research approaches
    The study was taken by the quantitative and qualitative methods. The surveys were designed
    to be aligned with the research questions and research objectives. Direct interviews and actual
    teaching were conducted to get the real observations.
    3.2. Population and sample
    Students at DHN in the context of first and second years. As a matter of fact, they exclusively
    study English courses in this time frame.
    3.3. Research methods
    a. Observation
    b. Questionaires/Survey
    c. Test
    d. Interview
    Chapter 4: Results/Findings and discussion
    4.1. Results/Findings
    4.1.1 Impact of games towards Minh Chau learners English grammar skill
    4.1.2 Students’ attitudes regarding to this techinique
    4.1.3 Students’ learning motivations
    4.2. Discussion
    4.2.1 Student’s improvement and change after the test
    4.2.2 The viability and potential of using games to teach grammar in English.
    Chapter 5: Conclusion
    The conclusion summarizes the main key points
    References
    Celce-Murcia, M. (2001). Teaching English as a second or foreign language (3rd ed.). Heinle
    & Heinle Publishers.

    Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations


    for teaching, testing, and research. Cambridge University Press.

    Deterding, S. (2013). Gamification: Designing for motivation. Interactions, 20(4), 14-17.

    Ellis, R. (2002). The place of grammar instruction in the second/foreign language curriculum.
    In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language
    classrooms (pp. 17-34). Lawrence Erlbaum Associates.

    Fotos, S. (1998). Shifting the focus from forms to form in the EFL classroom. ELT Journal,
    52(4), 301-307.
    Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers
    in Entertainment (CIE), 1(1), 20-20.
    Research schedule

    Research phase Objectives (with examples) Deadline (with examples)

    1. Background ● Meet with supervisor for initial 30th May


    research and discussion
    literature review ● Conduct a more extensive
    review of relevant literature
    ● Refine the research questions
    ● Develop a theoretical
    framework

    2. Research ● Design questionnaires 25th June


    design planning ● Identify online and offline
    channels for recruiting participants
    ● Finalize sampling methods
    and data analysis methods
    3. Data collection ● Recruit participants and send 10th July
    and preparation out questionnaires
    ● Conduct semi-structured
    interviews with selected participants
    ● Transcribe and code
    interviews and clean survey data

    ● Statistically analyze survey 30th August


    4. Data analysis data
    ● Conduct thematic analysis of
    interview transcripts
    ● Draft the results and
    discussion chapters

    5. Writing ● Complete a full thesis draft 5th September


    ● Meet with supervisor to
    discuss feedback and revisions

    6. Revision ● Redraft based on feedback 15th October


    ● Get supervisor approval for
    final draft
    ● Proofread
    ● Print, bind and submit

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