FINAL PROJECT

An action research for designing and implementing

vocabulary building strategies incorporating games in an
EFL classroom in the Equatorial public high-school
“Presidente Tamayo”.

Thesis to qualify for:

Master’s Degree in Teaching English as a Foreign
Language

Presented by:

Carmen Marlene Solano Solano

ECFPMTFL2748030

Director:
Dr. Sandra Camelo

Orellana, Ecuador

October 30th, 2019

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 CONTENTS.

Page.

1.INTRODUCTION…………………………………………………………………. 6

2. JUSTIFICATION OF ACADEMIC AND PERSONAL INTEREST ………… 9

3.RESEARCH QUESTION AND OBJECTIVES………………………………..

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12
3.1 MAIN AIM OF THE PROJECT………………………………………………..

3. 2SPECIFIC AIMS………………………………………………………………..
12

4. THEORETICAL BACKGROUND……………………………………………..
13

4.1. WHAT IS VOCABULARY ………………………………………………….. 13

4.1.1. THE IMPORTANCE OF VOCABULARY ……………………………….. 14

4.1.2. KINDS OF VOCABULARY …............................................................. 15

4.1.3. VOCABULARY IN FOREIGN LANGUAGE LEARNING…………….. 16

4.1.4. TEACHING AND LEARNING ENGLISH VOCABULARY……………..

16

4.1.5. VOCABULARY BUILDING STRATEGIES …………………………….. 17

4.2. GAMES ………………………………………………………………………… 18

4.2.1. THE IMPORTANCE AND BENEFITS OF USING GAMES …………… 19

4.2.2 GAMES IN LEARNING AND TEACHING ENGLISH LANGUAGE …… 21

4.2.3. GAMES IN EFL CLASSROOM ……………………………………….… 22

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4.2.4. TYPES OF GAMES TO USE …………………………………………….

4.2.5 WHEN TO USE GAMES …………………………………………………… 24

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4.2.6 HOW TO USE GAMES ……………………………………………………... 25

4.2.7 GAMES AND MOTIVATION IN TEENAGERS ………………………….. 27

4.2.8. GAMES AND COOPERATIVE LEARNING …………………………… 28

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4.3. TEACHING ENGLISH AS A FOREIGN LANGUAGE ……..…………….

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4.3.1. LEGISLATION AND REGULATIONS …………………………………...

4.4. TEACHING ENGLISH AS A FOREIGN LANGUAGE WITH

COMMUNCATIVE METHOD..……………………………………………………... 31

4.5 TEACHING ENGLISH ACCORDING TO THE TASK-BASED

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APPROACH ………………………………………………………………………...

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4.5.1. TYPE OF TASKS …………………………………………………………..

35
4.5.1.1 PRE-TASK PHASE…………………………………………..…………

35
4.5.1.2. DURING-TASK PHASE …………………………..……………………

36
4.5.1.3. THE POST-TASK PHASE …………………………….………………..

36
4.6. COMMUNICATIVE COMPETENCE ………………. ………………………

4.6.1. COMMUNICATIVE OMPETENCE AND TASK-BASED APPROACH.. 37

4.7. ACTION RESEARCH ……………………………………………………….. 38

4.7.1. THE MODEL OF ACTION RESEARCH ………………………………… 39

4.7.2. THE IMPORTANCE OF ACTION RESEARCH ………………………… 40

4.7.3 BENEFITS OF ACTION RESEARCH IN EDUCATION ……………….. 40

5. METHODOLOGY OF THE PROJECT………………………………………… 42

5.1. DESIGN OF THE RESEARCH …………………………………………...…. 42

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5.2. METHODS, TECHNIQUES AND INSTRUMENTS ……………………...... 42

5.2.1. METHODS ……………………………………………….………………… 42

5.2.2. TECHNIQUES AND INSTRUMENTS ………………………..…………. 44

6. THE STUDY ……………………………………………………………………. 48

6.1 DESCRIPTION OF THE CONTEXT ………………………………………… 48

6.1.1. INSTITUTION ………………………………………………………………. 48

6.1.2. PARTICIPANTS PROFILE ……….………………………………………. 49

6.2. DESCRIPTION OF THE CORPUS AND DATA COLLECTION………… 50

6.3. RESEARCH TOOLS USED FOR ANALYSIS…………………………….. 53

6.4. DESCRIPTION OF THE RESEARCH PLAN …………………………….. 56

6.4.1. PLANNING …………………………………………………………………. 57

6.4.2. IMPLEMENTING THE PLAN ……………………………………..…….. 60

6.4.3. OBSERVING ………………………………………………………….….. 62

6.4.4 REFLECTING ………………………………………………………………. 62

7. RESULTS AND DISCUSSION…………………………………………………. 64

7.1. RESULTS OF THE DIAGNOSIS …………………………………………… 64

7.2. RESULTS OF THE DESIGN OF STRATEGIES AND ACTIVITIES…… 65

7.3. RESULTS OF THE ACTION RESEARCH ……………………………….. 70

7.3.1. RESULTS OF THE DIAGNOSIS ………………………………………….

70

7.3.2 ANALYSIS OF THE STUDENTS NEEDS ………………………………

76

7.3.2. GENERAL DESCRIPTION OF THE STRATEGIES AND ACTIVITIES

79
DESIGNED ………………………………………………………………………….

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7.3.3. RESULTS OF THE EVALUATION OF STRATEGIES – ACTIVITIES ... 79

7.3.4. RESULTS OF THE STUDENT INTERVIEW …………………………….

88

8. CONCLUSIONS……………………………………………………………… 92

9. BIBLIOGRAPHY……………………………………………………………. 96

10. APPENDIX…………………………………………………………………… 105

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 1. INTRODUCTION

This final project proposes an action research designing and implementing

vocabulary building strategies incorporating games in an EFL classroom in the Equatorial
public high-school “Presidente Tamayo”. The English learning as a foreign language is a
complex process and one of the most difficult part of learning is the acquisition of
vocabulary. Also, learning vocabulary is a challenge for students, it requires to
understand, produce and manipulate the target words. Moreover, there is a minimal
focused on teaching vocabulary in the ESL classroom. Scrivener (2011) affirms that
vocabulary is more immediately useful to communicate than grammar. For that, I would
like to optimize the level of students’ vocabulary learning to be competent in communicate
with the world and they would be able to face the new challenges of educational
requirements.

In addition, it is important to see the effectiveness of a new strategy in improving

EFL school students’ vocabulary knowledge and to get motivate learning the language.
This action research is centered on the designing and implementing vocabulary
incorporating games as a new strategy to help children from twelve to thirteen years old in
a public school to learn the language more easily. Students in “Presidente Tamayo” high
school take five hours per week as a compulsory class. They usually feel bored and
demotivated to learn vocabulary in a traditional way using dictionaries or memorizing a list
of words. Moreover, they are based only in the book “English” provided by the
government, without the support of resources and activities that facilitate their learning. As
a result, they face serious problems in terms of use the language to communicate their
ideas. Based on that situation, I would like to provide a different strategy to teach and
learn vocabulary in an enjoyable environment in order to have good results in students’
learning progress.

This action research will be a real contribution for the EFL field. First, it will be
useful for English teachers in general to know the importance of using new strategies to
teach according students’ needs. It will inspire teachers to innovate building strategies
incorporating a variety of games to improve students’ motivation level during the teaching
learning process. Furthermore, teachers can ensure effective classroom management
being active and making the lesson more interesting and enjoyable. Teachers will acquire
a king of professional knowledge and understanding how to improve educational practice
and resolve potential problems in the classroom. Also, they will be able to analyze the

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problems and modify their teaching process in ways which let them respond adequately to
their students’ needs. Additionally, this project will help learners develop critical thinking,
cooperative learning and problem solving toward learning the second language through
games. The strategy will help learners not only learn words but also understand them in
context and communicate their ideas in an effective way.

The school in which the current action research will be conducted is one of the
biggest institutions in the province, with a strong staff of administrative members, 150
teachers and 3,000 students. This educational institution is integrated by excellent
professionals which give service from first grade of basic education to third year of high
school. The institution has a mission to develop an integrative strategy to active teachers
and learners’ participation. It will enable students to develop the attitudes, values and
skills to become useful people for personal and social development. The present action
research will be carried out with intermediate students’ level (A2) of 1 st, year of high
school, parallel “B”. This group is integrated by 19 students, boys and girls. They have five
hours as a compulsory class a week, in a three-period of class of eighty minutes with a
certified English teacher.

The action research will empower and inspire teachers to experiment and apply
the most relevant and innovative strategy and use authentic materials in the classroom to
teach vocabulary to demotivated students. On the other hand, I would like to finish the
action research to get the results about the effectiveness of the strategy in learning
vocabulary and get students’ motivation. If the results show a positive influence on
learners’ vocabulary knowledge, it could motivate us to observe and research another
strategy to teach vocabulary and motivate students in an innovative way. If the results
show the effectiveness of the innovative strategy, it could be adapted in the syllabus to
teach and learn in a flexible and communicative way. Moreover, it will be helpful to design
task-based learning to make the lesson more interesting and enjoyable for students. The
findings of this study will provide an indisputable pillar upon which to implement changes
into the curriculum to prepare students for a variety of situations they may face in the real
world.

This final project is structured in eight main chapters. The first chapter or
Introduction develops a general overview on the project and its structure. Then, the
second chapter corresponds to the Justification of the project, and it includes both the
academic and personal motivations and reasons for the elaboration of the project,
considering its impact in the TEFL field.

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 The third chapter announces the project’s main and specific aims, which orientate
the project and its results. The fourth chapter presents a revision of the most relevant
theories and concepts that support the project’s action research proposal. The fifth
chapter corresponds to the project’s methodology used for the action research

In the sixth chapter presents the study and then the seventh chapter presents the
results. The eighth chapter revises and assesses the accomplishments of the project in
regard to the aims which were pre-established at the beginning. The last chapter presents
the Conclusions and contributions of the project and it also envisages future research.

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 2. JUSTIFICATION OF ACADEMIC AND PERSONAL INTEREST

This project has been born from my interest in developing an action research
designing and implementing vocabulary building strategies incorporating games in an EFL
classroom in the Equatorial public high-school “Presidente Tamayo research. One of the
project’s contributions is offering guides to teach and learn in a good quality for the field of
Teaching English as a Foreign Language (TEFL) in relation to teenagers intermediate-
level in an EFL classroom in the Equatorial public high-school “Presidente Tamayo”.

The researcher has chosen to carry out this action research project to accomplish
three aims. The first one is to design and implement strategies to improve the vocabulary
of the first “B” year students’ English language learning. The second one is to gain
experience to solve many problems around the teaching-learning process. The third one is
to obtain the accreditation of the final project design.

In order to address the first aim, the researcher will incorporate games as a
strategy in the students’ vocabulary learning. It can solve problems related to the
improvement of vocabulary development in students of the high school “Presidente
Tamayo”, developing communicative skills at the same time. Moreover, the incorporation
of games can be an excellent alternative to increase the students’ interest to improve the
quality of vocabulary, building their cognitive skills that includes problem solving,
imagination and critical thinking. Moreover, the innovative strategy can be one of the most
powerful tools available in education. It creates a smooth atmosphere in the foreign
English classes, also games can link and connect with English and reinforce their learning
to build their knowledge capacity.

On the other hand, games activities have the purpose of allowing students to be
fully integrate into their educational process and learn the vocabulary making their
learning process more enjoyable and motivating. Through games, students can compete,
participate, drill, and receive a positive feedback into the learning experience as a
motivator and opportunity for application of principles to increase or regenerate their
motivation. These competitions and participations promote team learning and
collaborative skills, creating a challenge that can lead to confidence in knowing and
expressing the ideas and thoughts. In this sense, Sugar (1998) states that now a days
teaching is a challenge. Learners are usually much more active in the classroom than
years ago. For this reason, the researcher believes that designing and building strategies

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incorporating games will help students to improve their vocabulary of the English language
learning in a good way.

The implement of this research will let the researcher to collect data in order to
figure out how games can be used, the importance of games in educational environment
and determine which games can be appropriated to improve the learning in the foreign
language according to the students’ context and needs. Moreover, it will be useful to
determine the cooperative learning activities and strategies to promote learners’ autonomy
and personal responsibilities for language learning by allowing individual learner choices
and decisions during the learning process. According to Jonassen (1999) excellent and
meaningful learning requires to design the best strategies to teach the foreign language in
order to promotes harmonious group dynamic, lowering classroom anxiety and facilitating
interaction in the classroom as well as an intellectual sense of self competence and self-
worth. Students will feel less insolated as learners and from a more effective classroom
environment in which collaboration plays a significant role in their emotional and intrinsic
development (Ushioda, 2003).

The second aim that justifies the research project is one of the most significant:
The researcher will gain professional experience designing and building strategies using
games to improve the vocabulary learning. The researcher will obtain enough information
to give some theory-based alternatives to solve the problem found regarding the students’
English learning. Moreover, the researcher will practice motivating and creating a “fun”
learning environment, evaluating the students’ work and increasing knowledge of
vocabulary. Researcher will increase her knowledge developing an analysis of the results
in order to verify the effectiveness of the project and be as model and a back of strategies
for teachers of English as a foreign language. Finally, the researcher will help the students
to solve many problems providing and excellent tool to find pleasure in the teaching-
learning of a foreign language that leads to the improvement of education by implementing
an action research plan.

On the other hand, based on Gillies view (2007) action research will be helpful for
researcher to improve the quality of experiences enhancing her ability to understand the
teaching practice difficulties. This increase her potential to continue developing action
research in other situation and contribute with resources of knowledge useful to
educational community. Additionally, the researcher will develop research skills;
identifying some learners’ difficulties, designing the study, taking action, collecting
evidence, formulating conclusions and presenting the results to the classroom or school.

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These actions are supported by Warrican (2006) who says that action research makes
teachers more aware of their teaching practice and more cognizant of their students’
needs in regards to futures pedagogic practice and decisions. Finally, researcher will
develop the necessary skills, knowledge and experience to understand and observe what
is happening in a classroom setting in order to make changes.

In order to address the third aim, the researcher needs to work in the research with
the purpose to get the accreditation of the final project. It is also a previous requirement to
obtain the master’s degree in Science of education, Teaching English as a Foreign
Language Specialization. The researcher has the capacity, time and resources to carry it
out. She believes that she has enough knowledge, which has been offered by the
University, to develop it without any problem.

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 3. RESEARCH QUESTION AND OBJECTIVES

3.1 Research question

What does the impact of designing and implementing vocabulary strategies incorporating
games with teenagers intermediate-level in an EFL classroom in the Equatorial public
high-school “Presidente Tamayo”?

3.1.2 Objectives

General objective

To design, implement and evaluate, in the classroom, vocabulary building strategies

incorporating games in a classroom of teenagers, who are in intermediate-grade who are
learning EFL in the Equatorial public high-school “Presidente Tamayo”

Specific objectives

- To elaborate a diagnosis identifying the students’ vocabulary knowledge in relation to

their level of language proficiency according to the CEFR and their difficulties learning
vocabulary in relation to this level,

- To design vocabulary building strategies based in the incorporation of games that help
students increase their vocabulary in EFL according to intermediate-level and which
respond to their motivation to learn.

- To implement the vocabulary building strategies designed in this project in the EFL
classroom and examine their impact in development of vocabulary by the students.

- To analyse the results of the implementation of the vocabulary building strategies

designed in this project in the EFL classroom with the purpose of offering teachers
possible strategies they can implement for improving vocabulary teaching-learning.

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 4. THEORETICAL BACKGROUND

“The limits of my language are the limits of my mind.

All I know is what I have words for”
– Ludwig Wittgenstein

4.1 What is vocabulary?

Vocabulary is defined by Taylor (1990) as the complete standard of words known

by an individual. He also states that the lexicon of a language is its vocabulary, which
includes words and expressions. In the same way, Zimmerman (2007) States that
vocabulary is a set of words that are the basic building blocks used in the generation and
understanding of sentences. As (1995) states that vocabulary is the total number of words
in a language which is an important part to mastery English well. However, according to
Adger, (2002) vocabulary is not only confined to the meaning of words but also includes
how vocabulary in a language is structured: how people use and store words and how
they learn words and the relationship between words, phrases, categories of words and
phrases.

According to Pikulski (2001) vocabulary is one of the main aspects of the

language, because it appears in every skill of language: listening, speaking, reading and
writing. In relation to this, vocabulary is the glue that holds stories, ideas and content
together making comprehension accessible for students to communicate effectively both
productive and receptive vocabulary (Rupley, Logan and Nichols, 1998). In other words,
vocabulary is known as knowledge of words and words meaning in both oral and print
language and in productive and receptive forms that students must know to communicate
effectively (Kamil and Hiebert, 2005).

We can conclude saying that vocabulary takes an important place building the
language proficiency that consists of a set of lexemes, single words, compound words,
idioms which provides the principal basis of lexis and lexicon. Moreover, the vocabulary of
language is always changing and growing according the people needs. For that, it is
necessary students have a good proficiency in language skills to use the vocabulary into
correct usage. Vocabulary makes the essence of a language being the heart of language
learning and language, without it, speakers cannot convey the meaning and communicate
with others (Laufer,1997). Cameron (2001) states that vocabulary plays a great role for

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learners in the formation of complete spoken and written texts, in that way, they can
understand other and express their own ideas.

4.1.1 The importance of vocabulary

Vocabulary is considered as a very important element for an effective

communication in the foreign language. Harmer (1991, p.153) further states that, “if
language structures make up the skeleton of language, then it is vocabulary that provides
the vital organs and the flesh.” In other words, vocabulary is the basic unit of a language
form, without it nobody can communicate effectively. Similarly, Taylor (1990) says that
there are different types of vocabulary, which plays an indispensable role for making
language meaningful and create a communicative environment.

Schmitt (2000) affirms that lexical knowledge is the principal element to develop
communication competence and to the acquisition of a second language. A learner of the
foreign language when master the fundamental grammatical patterns of language, the
next step is master the vocabulary because is it extremely large and varies as well
(Collier, 1971). Burton (1982) argues that without a large of vocabulary, it is impossible to
use the English language precisely. If learners have a many stock of words will be able to
speak fluency and accurately, comprehend some reading materials, understand others
talking, express their thought and write different kind of topics. However, if students have
difficult to recognize the meaning of the words used by those who address them, they will
be unable to express their ideas, unable to give and ask for information, unable to
participate in a conversation and unable to write some kind of topics.

Considering the importance of vocabulary role in learning foreign language. It

usually grows and evolves with age, and serves as a useful and fundamental tool we must
know for communication and acquiring knowledge. When students have a great
knowledge of its, they can improve all areas of communication; speaking, listening,
reading and writing building a block of understanding to communicate. Putri, (2010) said
that vocabulary is a very important thing in any language because it is an essential pre-
requisite for language acquisition. For that, the mastery of vocabulary should be ensured
and develop. Otherwise, the skills of the learners will be limited and consequence of it is
that they will find difficulties in communicate in the foreign language. Margaretha MC
Keown (1987) mentioned that teachers have a responsibility to teach vocabulary to their
students by introducing effective vocabulary teaching strategies in the English for

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academic purposes ESL classroom and exploring ways of promoting it more effectively
that will expedite the vocabulary development in ELLs.

4.1.2 Kinds of vocabulary

Vocabulary is not only limited to the meaning of words but also includes how
vocabulary language is structured, how people use and store words, how they learn words
and the relationship between phrases, words’ categories and phrases (Adger, 2002). Each
type of vocabulary has a different purpose, vocabulary development in one type facilitates
growth in another. According to this, vocabulary has been divided into various types.

Cummins (1999, as cited in Herrel, 2004) states that vocabulary is divided into four types:
- Reading vocabulary
This refers to all the words an individual can recognize when reading a text.
- Listening vocabulary
It refers to all the words an individual can recognize when listening to speech.
- Writing vocabulary
This includes all the words an individual can employ in writing.
- Speaking vocabulary
This refers to all the words an individual can use in speech.

On the other hand, according to Nation (2001), indicated two kinds of vocabulary, namely
as receptive vocabulary and productive vocabulary.

Receptive vocabulary refers all the words that native speakers and foreign
language recognize and understand. The students usually find passive vocabulary in
listening or reading materials. They can find the meaning of the word when they read the
word in a text and they have the possibilities to know the meaning of the unknown word on
the text, but hardly ever use. Besides that, vocabulary can be divided based on word
group those are: Noun, Pronoun, Adjective, Verb, and Adverb. These words are easily
forgotten since the connection between learners and memory is weak.

Productive vocabulary contains all the words that learners understand and use
actively either in speaking or writing without having to think very much about it. When
learners listen the words, they are able to understand to others. In the same way, learners
include the words people used in their daily life and conversation. Also, they use the
vocabulary to write essays, reports or letters without difficult. According to McCarthy

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(1990), the role that mental lexicon plays in speech perception and production is a major
topic in the field of psycholinguistics and neurolinguistics.

4.1.3 Vocabulary in foreign language learning

Vocabulary becomes an essential part in foreign language learning. Nunan (1991)

states that vocabulary plays an important role in foreign language learning when it is
taught based on the objectives of the class and the students’ needs. Learning vocabulary
is one of the first step of learning a second language. As Ghazal (2007) mentions that
vocabulary learning is one of the major challenges for foreign language learners who face
during the process. Also, he states that one way to alley the challenge is to assist students
in becoming independent learners during the L2 vocabulary learning. On the other hand,
there are some factors that influence the students in master vocabulary.

Linguistic factors and non-linguistic factors influencing the acquisition and use of
the English vocabulary as a second language. The linguistic factors are usually influenced
by the nature difficulty of the language. Learners have a poor understanding the significant
differences in styles and rules, also they do not all have a distinct form-function
association, the relationship between L1 and L2 vocabulary is governed psycho-
linguistically. The non- linguistic factors are divided into two factors. There are external
and internal factors, the first one is related to classroom context, curriculum strategies,
and the society in general. The internal factor refers to motivation, interest, ability and
attitude to learn vocabulary.

4.1.4 Teaching and learning English vocabulary

According to Celce and Murcia (2001) vocabulary learning is a central to language

acquisition whether the language is first, second, or foreign. Teaching and learning
English vocabulary is a challenge because it is not easy to do. Some teachers, authorities
and staff consider the vocabulary is only wastes the time as it is difficult and unlimited.
They always concentrate in other aspects of the language such as grammar, speaking,
reading, listening and writing. Moreover, recent research indicates that teaching
vocabulary may be problematic because many teachers are not prepared with strategies
and knowledge about how and when to begin on form and emphasis on word learning.

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 Alqahtani (2015) affirms that it is almost impossible to learn a language without
words because all language is based on words. For that reason, teaching vocabulary
process need to take place. Teachers should be conscious that teaching vocabulary is
difficult and a challenge for students. As a result, teachers should prepare and find out the
appropriate techniques and strategies to teach and to make students interested and
motivated learning with interesting material. As Takac & Signleton (2008) says that
strategies employed by teachers depend on some factors; have the ability to employ
certain strategies or combine more than one to present vocabulary. Similarly, Pinter
(2006) suggests for teachers to employ and planning vocabulary presentation as various
as possible, providing students enough knowledge about vocabulary and instructions to
use it in dairy life.

Harmer (2002) states that learning vocabulary of foreign language present several
difficulties to make correct connections, understand and discriminate the meaning of
closed words. Similarly, Thornbury (2002) argues that learning vocabulary needs a
process in which learners should have an effective process and condition to acquire
vocabulary. These conditions acquired could help to learn a mass count of words. Finally,
students need to be independent learners based on strategies that are helpful for students
to learn vocabulary in an easy way.

4.1.5 Vocabulary building strategies

Teaching vocabulary is more than presenting new words to the students. The
students must know how the words work together with other words to perform meaningful
communication. There are a lot of strategies in teaching vocabulary. Firstly, there is
teaching vocabulary through explicit or implicit learning. Hunt and Beglar (2005) argue, the
most efficient way to learn vocabulary is through a combination of explicit and implicit
means. Similarly, Beglar (1998) affirms that implicit or explicit instruction is particularly
essential for the learners who lack vocabulary ability. In this way, students may start
learning the most frequent words that appear in the students’ daily communication or the
words most needed by the students in their academic purpose. Select words that are
common or generally useful for students to know and the words that they will encounter
frequently, and that therefore, represent common knowledge (Marinak, Moore, Henk, &
Keepers, 1997). Teachers need to expose students to words that will be useful and help
the students to identify such words on their own.

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 Secondly, most vocabulary in both first and second language are learnt incidentally
in different contexts. According to Carte (1988) the context can be seen as morphological,
syntactic, and discourse information. For that reason, teachers need to provide students
with a lot of activities that enable them to find new words they do not know the meaning of
which they try to infer through the context. Gairns (1988) adds that the ability to guess
meaning from context is really a valuable skill and should play a part in teaching textual
exploitation in the class. It is important to say that there are students who use context as
their strategy to guess the meaning and do not need much time but there are students
who have difficulty with this strategy and need to have this skill gradually developed. So,
teacher needs to consider the difficulty level of the activity as well as the students’
vocabulary level.

Harmer (2007) proposes three main categories to teach vocabulary: personal

engagement, word formation, and word games. The first one, personal engagement
activities include. For example, ask students questions about which words are their
favorites, which ones have positive or negative connotations, which ones are similar to
words in their native language. The next is word formation activities, it is focus on how
words are constructed. For example, the teacher can ask students to arrange words in
various categories and students can manipulate the words, changing them with the
addition or removal of affixes. The third one is word lists; it can also be used as the basis
of countless word games. Harmer suggests, word bingo, competitions to make the longest
sentence using as many words from a list, and guessing games in which players write true
and false definitions of words to try to trick their opponents.

4.2 Games

Martin and Chu (2008) have made a good contribution to education process. They
state that games are effective tools for learning specially vocabulary. Those fun activities
promote learning, critical thinking, interaction and problem solutions strategies, offering
learners an authentic environment in which they can explore and take alternative solutions
to accomplish their goals. It is important to say that learning vocabulary is a hard work for
learners, it is required to understand, produce and manipulate the target language words.
However, games are helpful to encourage many students to learn vocabulary and
language more easily. In others words, games are fun for students to learn and retain new
words more quickly. Uberman (1998) argues that learning and practice new vocabulary
using games, students have the opportunity to create a meaningful context to use
language in a non-stressful way.

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 On the other hand, games are considered as an effective strategy to learn and
teach vocabulary because students get motivated and enjoy be involved in a friendly
competition and learning in a cooperative environment. Gibbs (1978, cited in Rixon, 1996)
affirms that games are activities in which students cooperate or compete to achieve the
objective following some rules. Also, Hadfield (1998) states that games consist in a fun
and authentic element with specific rules to follow, also characterizes as a challenge
activity where play and interaction takes place between learners.

Games are not only fun, but also they create a communicative environment before,
during and after the activity. Halliwell (1991) argues that teachers’ role is to encourage
learners to actively construct language providing them a communicative atmosphere.
Nixon (1981) affirms that games help learners to be involve in playing and mastering the
linguistic parts of the language, so they play while they learn the vocabulary repeating
patterns which help in developing and improving their skills. According some research
results, games give to students the chance to use the target language in a real world
context in the classroom improving their communication skill. The need for communicate
during games, participants are forced to talk in order to compete in the activity. Also,
informal setting games encourage participants to be unafraid to communicate and have
more opportunities to improve their fluency.

4.2.1The importance and benefits of using games

There are a number of reasons that games take an important place in the
classroom. First of all, games keep students active, attracting their interest and increase
their motivation. Students always are actively playing and learning as well as their
classmates. Gillespie (as cited in Kalaycioglu, 2011) argues that games are so important.
It encourages students’ responsibility and give them the chance of being active physically
and mentally. The games are student-centered so, students easily get fun and increase
attention and interaction. Second, games create a friendly and positive atmosphere
helping participants build relationships. Learners can create a positive interpersonal or
group relation making a combination between competition and cooperation. In that way,
games support positive relations and the ability to work as a team enhancing their social
interaction skills (Scott & Ytreberg, 2004). Third, Learners can develop and improve their
vocabulary to have good results in their language learning using games in real situations.
Real life situations provide learners the opportunity to use the language. Celce-Murcia
(1979) argues that games make a connection with the real usage of language.

19
In addition, McCallum (1980) explains that there are many reasons that games are
important:

- Focus students’ attention on specific structures, grammatical patterns, and

vocabulary items. (Ibid.)
- Can function as reinforcement, review and enrichment. (Ibid.)
- Involve equal participation from both slow and fast learners. (Ibid.)
- Can be adjusted to suit the individual age and language levels of the students.
(Ibid.)
- Can be used in any language teaching situations and with all skill areas (reading,
writing, speaking or listening). (Ibid.)
- Provide immediate feedback for the teacher. (Ibid.)
- Ensure maximum student participation for a minimum of teacher preparation.
(Ibid.)

Moreover, there are some benefits of using games in teaching English. The following are
some of the benefits proposed by Wright (1994).
- Games help and encourage learners (fun and interesting) (Ibid.)
- Games help the teacher to create contexts in which the language is useful and
meaningful. (Ibid.)
- Games provide intense and meaningful practice of the language (Ibid.)
- Games provide practices in all the skills in all the stages of the teaching/learning
sequence (presentation, repetition, recombination, etc.), and for many types of
communication (encouraging, agreeing, explaining) (Ibid.)
- Using games can engage the students and motivate them to interact with the topic.
(Ibid.)

In addition, Sugar (2002) also identified some benefits of using games to teach English.
He mentions that
- Games are experiential. (Ibid.)
- Games allow special tutoring for one or two. (Ibid.)
- Games provide choices for your classroom. (Ibid.)
- Games reinforce learning. (Ibid.)
- Games provide immediate feedback. (Ibid.)
- Games improve test-taking skills. (Ibid.)
- Game playing shows that classroom energy is good. (Ibid.)

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 - Games can introduce new or difficult material. (Ibid.)
- Games complement reading assignments. (Ibid.)
- Games improve teamwork. (Ibid.)
- Games teach playing within the rules. (Ibid.)
- Games foster both individual and team achievement. (Ibid.)
- Games reinforce and improve multitasking. (Ibid.)
- Games can replace drill work. (Ibid.)

4.2.2 Games in learning and teaching English language

Sugar (1998) states that teaching and learning today has changed a lot over the
past years. Once it was all about learners being passive, quick and listening in the
classroom, but today learners are usually much more active in the classroom, and what
better way to be active than by playing games to make the class more interesting. It´s
clear that the teachers’ role must be refined to light and sustain interest amongst students.
They need to be prepared for the reality of the classroom in the 21 st century.

There are a variety of games which can be a good teaching tool, such as role-
playing games, imitation games, theatrical expression and problem-solving activities are
especially fitting for all stages of language learning (Ultramar, 2007). Teachers can help
sustain in a variety of ways taking into a count the differences in learners, varied
personalities and the many ways in which they learn, for example by using activities that
require students to be motivate and be creative in thinking, it is a reason that teachers
should not be afraid of using games as a teaching tool. Also, it can be a great opportunity
to emphasize individual and cooperative learning equally.

Teachers take the role as a facilitator, interpreter, who manage the class mediating
between the class and learners. Moreover, teachers structure the classroom activities in a
way that ensure students have influence each event in their class. Moreover, teachers
encourage students’ abilities to make links between their game activities and the learning
aims of the class. Halliwell (1992) states that students improve overall their vocabulary
with activities focused on student-centered. Incorporation of games into formal education
environment may be a more reflection on individual and school attitudes towards teaching
styles. Dickmson (1987) explains that learners can acquire or improve their vocabulary in
an easy way through games. Also, games are useful to gain participation on different
tasks based on real life context to satisfy learners with the vocabulary activities in high
level as well. Therefore, students need explore to a variety of activities that challenge their

21
thinking and promote their decision making. Learning new vocabulary through enjoyable
and out of the ordinary way may, can stimulate students to participate.

4.2.3 Games in EFL classroom

As foreign language learners, it is important that they are provided with scenarios
that are as realistic as possible, games can do the same thing. Language games used in
the classroom are very effective and contribute students’ language skills and proficiency.
Unfortunately, there could be limitations of the time and curriculum, where it is not always
easy to incorporate games into the class, sometimes teachers need to cover all the
material’s content. Besides of that, it can be seen that games are very useful and can be
used to learn vocabulary and provide opportunities to enhance students’ level and help
them meet the goals of the EFL classroom. It is quite difficult to teach English as a foreign
language because there are not games that meet all their requirements. For that reason,
games need to be adapted in order to fit students’ level, interests, culture and needs.

Games and fun activities are an important part of almost every EFL classroom.
Most EFL classes often start with a warm up activity. This activity is often a game provided
to students just to start the class in an interesting way. Teacher often design structures
activities to apply during the practice and production of some lessons. Also, if time allows,
students play a short game at the end of the class. Games create situations where
students can use the target language in different stages of the lesson. They allow
opportunities to build a habit form the structures provided using the language. Rixon
(1979) suggest that games be used at all stages of the lesson because he considers
games ought to be at the heart of foreign language. Similarly, some researchers agree
that games motivate learners promote communication competence and encourage
students to pay attention.

Doctrines (2005) gives a contribution about teaching and learning in different

contexts. He agrees that games can work across formal and informal context of learning.
They could be beneficial to stimulate and provide authentic communication practice.
Games have been contextualized as the fun factor of vocabulary learning (Wayschauver,
1998). Informal context, games have been as a serious and strategy tool for providing
stimulation through instructional settings. But in informal context games have been
associated with relax activities of learners to practice and get knowledge of the language.
In any context, games are used by students to be engaged and have the opportunity to
practice English language.

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4.2.4 Types of games to use

Hadfield (1999) mentions two ways of classifying language games. First, she
divides language games into two types: linguistic games and communicative games.
Linguistic games focus on accuracy, such as subject verb agreement, it focused on
language features use. On the other hand, there are communicative games which are
focused on successful exchange of information and ideas, such as two people asking and
giving directions to achieving the communicative goal. Second, Hadfield (1999) classifies
language games into more categories.

- Sorting, ordering, or arranging games. In this type of game students can use a set
of cards with different vocabulary and sort the cards into real products or things.
(Ibid.)

- Information gap games. This game consists of interact in pair work or group work,
one student has information that other students need to complete a task. (Ibid.) For
instance, students listening to the information given by one student and need to
create a similar drawing according to the information given by the partner. Another
way to play could be spotting the differences. Each person has a slightly different
picture and students identify the differences into groups.

- Guessing games. These are another information gap games (Ibid.). One of the best-
known examples of a guessing game is 20 Questions, in which one person thinks of
a famous person, place, or thing. The other participants can ask 20 Yes/No
questions to find clues in order to guess who or what the person is thinking of.

- Search games. These games consist of giving and seeking information (Ibid.). For
example, find someone character, personality or ability well known. Students are
given a grid. The task is circulating, asking and answering questions to fill in all the
cells in the grid with the name of a classmate who fits that cell. Students need to
complete their own grid and help classmates complete theirs.

- Matching games. This game is so interesting to help students improve their

vocabulary retention (Ibid.). It consists of find the word card pair, for example
teacher place thirty-word cards composed of fifteen pairs face down and each
participant need to find a match for a word, picture, or card turning over two cards at

23
 a time with the goal of turning over a matching pair by using their memory. Similarly,
there are labeling games, in that game participants match labels and pictures.

- Exchanging games. In this type of games, students barter cards, other objects, or
ideas (Ibid.). Also, they exchange and collect games.

- Board games. These games are useful to promote the language use among
students and teachers (Ibid.).

- Role play games. Kodotchigova (2002) states that role play can involve students
playing roles that they do not play in real life, but simulations can involve students
performing roles that they already play in real life. However, teacher can adapt the
role play using real life interactions according the students’ context, culture and
needs to promote their communication competence.

4.2.5 When to use the games

Lee (1979) proposes that games should be put into the center of classroom
teaching and they should not be regrading as a marginal activity or as a merely warm-up
activity. Similarly, Khan (1991) states that games should be seen as meaningful practice
of language in order to meet both students’ needs and lesson objectives. Games can be
exploited as a useful teaching material for developing practicing or reinforcing the
language skills. Moreover, games can help to discover students’ weakness in the
language proficiency.

Carrier (1980) affirms that games are useful in the class to provide opportunities
for students of foreign language in a less formal situation. Nevertheless, it does not mean
that the activities should be taking just to finish the class or just to use in a free time. In
contrast, games should be used correctly in any part of the class, according the lesson or
course goals, also should be applied considering the situations of each class and the
students’ attitude. Carrier (1980) considers three appropriate stages in a lesson where
games can be used:

- To open the class in a stimulating way. At this point, the teacher gets the
students’ interest in the language learning (Ibid.).
- To review a previous activity, so teacher can use a game to assess the
students’ knowledge (Ibid.).

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 - To review or practice vocabulary or content after the lesson, teacher can
reinforce with games (Ibid.).
- To close a lesson, teacher can apply games at the end of the class to close
the lesson in a stimulating way (Ibid.).

Carrier (1980) gives an important contribution saying that games should be used
regularly and whenever teacher consider necessary to maintain positive and variety in the
class. Similarly, he affirms that games could be positive to apply at any moment because
these have a lot of benefits and students enjoy the activities. During the process, students
forget they are learning and concentrate more on playing, competing and winning.
However, Rinvolucri (1990) clarifies that games can be used in any of these two stages
while using them as a part of grammar instruction: Before presenting a given grammar
structure, especially to find out diagnostically how much knowledge is already known by
the learners. Also, after a grammar presentation to see how much the group have
grasped; as a revision of a grammar area.

4.2.6 How to use games

When games will be used in the classroom the teacher must keep in mind the
personality and classroom situation, some students can be sensitive and the activities can
hurt their feelings, it is important to get control over the game in the right way. Similarly, it
is essential to be sure that each participant has a positive experience playing games,
sometimes they feel vulnerable. Another point that teachers need to keep in mind is the
fact that not all games fit the classroom environment, or all groups of students.
Sigurgeirsson (1995) affirms that selecting an appropriate game for a specific group of
students who are working towards a specific goal can be tricky because one game might
be perfect for one teacher or a particular group of students it can be terrible for another
teacher or group of students. It can be important to choose wisely when it comes to
selecting a game to use in the classroom. Sugar (1998) states that it is good to keep in
mind when selecting a game that a recipe for a good educational game is one that
balances both fun and challenge.

Teachers needs to take into a count their roles while using games in their classes
and a careful preparation it is necessary. Also, the teachers may have some extra
equipment or materials to apply the game because these could not be available in the
classroom, teacher should always be prepared to adapt in the class. In this case,
McCallum (1980) suggests that the teacher should organize the game before the

25
instruction, so before to use educational games teacher should first understand how it is
played and explain the rules to the class in a direct and non-complicated way. Moreover,
demonstration may be beneficial to explain the rules in details and give instructions clear
to help learners understand easily. During the game, it is important for the teachers to
observe and take the role as instructor and facilitator, but it is not recommended interrupt
the flow of the game to correct the mistakes of young learners. According to Celce-Murcia
(1979) interruptions may distract learners’ attention. It is better to make notes of errors
and wait until the game is over to discuss and correct the mistakes of the learners. After
the game, Langran (1994) states that it is a good idea to apply a follow up activity to give
students time to reflect upon the game and how it turned out.

Many games require the class to be divided into groups or pairs. Dividing class into
pairs and groups enables learners to improve their language and communication skills
while promoting competition among the teams or pairs. Students need to work together as
a team when playing as a whole class against the teacher, or in small team groups when
playing games with each other. Also, it helps to increase class cooperation and has
benefits of cooperative learning. Students can mastery the content and reduced
classroom discipline problems having a mental health and intellectual development.
Teacher need to be careful having positive social climate, which feels safe and enjoyable
for learners. Through games students learn how to take turns, build respect, listen to
others and play fairly. Classroom games can also be used as a team building exercise.
Students pairs or groups gives the teacher a chance to monitor the activity of the learners
while they are playing the game (McCallum,1980).

Although games should be should be in accordance with students’ age and level of
knowledge. Teacher need usually modify the activity games to suit students of various
ages, there are certain characteristics in games that appeal to learners within specific age
groups. For instance, children form 6- 8 age repetition games can be useful, because the
rules are few and do not take a long time. In contrast, learners from 9-11 age, are more
patience for longer games, which often include much more suspense or instruction to
compete. Nevertheless, for learners older than 12 years are often much more planned and
emphasizes teams and teamwork (Guðmundsdóttir, 1981).

26
4.2.7 Games and motivation in teenagers

Schunk (2013) explains that application of games for educational purposes has
been observed for many years with an aim to increase students’ motivation. Changing
from traditional teacher-centered to student-centered classroom, game-based learning
helps to shape a higher level of motivation of an individual. Chu (2015) argues that
teenagers become attentive because they get a sense of competition during the process
to make their learning more enjoyable. When students are motivated, they create a good
learning environment and promote use engagement (Goehle, 2013). Similarly, Leaning
(2015) states many benefits such as increase fun more relaxed atmosphere, including a
more fun process.

Skinner and Belmont (1993) notes that motivated learners are easy to describe:
They are enthusiastic, focused and engaged in the activities. Moreover, when teenagers
are motivated, they are interested in and enjoy what they are doing. There are a numbers
of models that differs the emphases and construct as intrinsic and extrinsic motivation.
Malone (1981) proposes that the primary factors that make students motivated are;
challenge, curiosity and competition. Students get motivated to perform the activity
through their participation. Using games students engage in the activities because they
are interesting and enjoyable. Moreover, learners participate to achieve their language
outcomes.

Egenfeldt and Nelson (2011) exposed that games-based education support

learning content as well as leadership and collaborative skills through motivation. Garris
(2002) explains that games create personal motivation and satisfaction. Motivation using
games could vary from person to another, but the results are the same. Motivation is an
extremely powerful force on our lives and it is a key part of games. One reason is that
games help students persevere through difficult challenges to learn the second language.
In addition, positive feelings are associated with games to keep students engaged in
learning longer. Also, high motivation is an important aspect of games and it is also
strongly linked to learning (Malone, 1987).

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4.2.8 Games and cooperative learning

Cooper and Mueck (1990) defines cooperative learning as a structured and

systematic instructional design in which small groups work together to reach a common
goal. Likewise, & Johnson (1998) refers that it is a sense of working together to maximize
their own and others learning. He states that cooperative learning is not just putting the
learners in groups, but integrating learners attributes to enhance their success. Stenlev
(2003) explains that students are involve in challenges two ways, socially and intellectually
with a purposeful cooperative learning. As well, Johnson affirms that incorporating this
approach in the language learning radically changes the atmosphere of classroom.

Cooperative learning methods are more active in constructing students’ knowledge

in a social setting and this is an ideal teaching tool to make their classroom a resource of
knowledge and competence for students. Dillenbourg (1999) says that cooperative
learning as an educational approach to teach and learn provides a class environment in
which teacher can find important students’ needs and difficulties to communicate, it can be
beneficial to solve for both academic achievement and development learners’ social and
learning skills.

Cooperative learning language provides students with opportunities to practice and

interact using the target language more naturally in the classroom. It engages in
maximizing opportunities for multiple cooperative with pairs or groups in the classroom.
Also, it promotes confidence, self-stem and social skills to solve their learning problems
more effectively. In the same way, cooperative learning facilitates learners be involved in
several learner-centered process, they work together to have an active participation and
discuss different perspectives on a common topic (Johnson, 1989). Learning in a
cooperative way, help learners to develop critical thinking skills and communicative
competence by means of carefully structured activities or social interaction (Johnson,
1994).

Krashen (1985) and Kagan (1995) discovered three vital variables in cooperative
learning and second language acquisition; input, output and context. In terms of input,
Krashen asserts that learners acquire a new language more completely with a consistent
target language listening. He affirms that current level of comprehension is a key factor in
language learning. However, have a comprehensive output is necessary to learn any
language according each context. According McGroaty (1989) cooperative learning
provides more possibilities for fluent speakers through a constant interaction. In foreign

28
language context learners correct each other and attempt to fill in the gaps of their
understanding by correcting in order to come to agreement.

On the other hand, education games can be integrated into cooperative learning.
Learners can engage in learning in an interesting way as they acquire the language. Lee
(2011) affirms that games and cooperative learning generate valuable ideas and
discussions as well as improving learning attitudes between groups. The author indicates
that cooperative education using games not only allow students to promote their learning
attitudes, but also increase their academic achievement, self-efficacy, the ability to
organize knowledge and share facilities in a cooperative gaming environment. In this
sense, there are a lot of interactive games that support collaborative learning. Integrative
games activities in the language learning offers to students a quality of learning interaction
and enhance their learning performance and retention. Slavin (1990) finds that
cooperative learning could be effective increasing students’ success because they take
responsibility to reach their goals.

4.3 Teaching English as a foreign language in high schools in Ecuador

4.3.1 Legislation and Regulations

Through the years, the importance of the English language played a relevant
importance in Ecuador. The National English Curriculum Guidelines of Ecuador has a
main objective to develop the learners’ communicative competence. Ecuador has
implemented the curriculum trying to stablish clear outcomes to develop social, intellectual
and personal skills through different subjects, included English. Also, it supports
educational goals of innovative, justice and solidary to prepare Ecuadorian learners to
engage successfully in local and international communities (Educational Ministry of
Ecuador, 2016).

The EFL curriculum is based on the development of creative and critical skills, as
well as attitudes integrating values such as honesty and integrity. It encourages learners
to act responsibly in their learning process. Moreover, the curriculum was designed to
stimulate linguistic intelligence with the competences, based on the four macro-skills as
well as micro-skills which are indispensable tools in the teaching-learning process. EFL
curriculum guides learners towards being able to communicate through groups work and
the development of problem-solving skills. In order to enhance the learners’ ability to
interact socially in a variety of situations according to international standards (CEFR).

29
 Through the EFL curriculum learners have the opportunity to discover how
linguistic diversity contributes to the construction of an international society. Learners can
develop a better understanding of their culture. In that way, the curriculum takes a
constructivist approach, students’ preview knowledge forms the foundation to access,
develop and express the ideas through the language. Having a better understanding of
how L1 works, learners can have cognitive, emotional and motor skills that facilitate
communication.

Ecuador has implemented a curriculum that includes English as one of the main
areas of study. This curriculum is integral and completed where it is just based on
communicative approach that has been catalogued as the “umbrella” of the five threads of
the EFL area (Educational Ministry of Ecuador, 2016). Communication is one of the main
goals of the Ecuadorian curriculum. In order to achieve this goal, it is important to say that
teachers are allow to create effective activities and strategies for learners to get involved
them in talking cooperatively in the classroom. Moreover, The Ecuadorian curriculum
offers multiple ways to apply the communicative language teaching method to develop
their communicative language competence level. However, the curriculum does not
attempt to tell teachers rigidly how to teach. Teachers are free to wisely select the
activities, strategies, approach and methods they consider most appropriate to meet the
students’ needs of the specific groups (MinEduc, 2012). When teachers give the students
the opportunity to learn the language through activities or tasks that make them feel
comfortable to express themselves, students could feel motivated to learn and produce
(Harmmer, 2010).

On the other hand, Communicative Language Teaching (CLT) is considered as the

main approach in National Curriculum Guidelines for all the courses in high school. The
objective of this approach is not only be centered on the four skills according to the level
of the Common European Framework of Reference or CEFR, but also for the components
of communicative competence. The first one is linguistic competence, which include
grammatical, lexical phonological, syntactical knowledge skills and vocabulary. The
second one is sociolinguistic competence which refers to understand the social context,
where communication or sociocultural conditions of language use take place (CEFR,
2003). The last one is pragmatic competence that refers to the interpretation of messages
and discourses. According to Richard and Rogers (2006) it is related to redirect
communication, initiate, maintain or terminate.

30
 CLT considers English as an important means of interacting with others worldwide,
learners can learn a language through using it to communicate. Based on that, curriculum
emphasizes the importance of communication being flexible with teachers to create
positive environment, sparking interest amongst their students. Furthermore, the
curriculum highlights the importance of keeping teaching methods diverse to put emphasis
on individual learning and cooperative learning equally of different context.

4.4 Teaching English as a foreign language according to the Communicative

Method.

English has been for decades the worldwide communication channel used as a
foreign language by 100 million people around the world (Petruta, 2012). It has been
shown that the growing need for good communication skills in English has created a huge
demand for English teaching around the globe, in fact opportunities to learn English have
been provided in many different ways, through trips, studies abroad, media, Internet and
formal instruction (Richards, 2006).

Teaching a second language requires a variety of strategies, interaction,

motivation, teamwork, self-learning and communicative skills in order to give learners
more tools to master that language. 21st century students demand new teaching skills that
make them think creatively, critically and collaboratively (P. Griffin, 2014). Nowadays we
have more resources to teach English that we must use to gain more benefits and to
achieve the aspired results in our learners.

Language learning has been viewed from very different perspectives. According to
Richards (2006) “it is a result of processes such as interaction between learners and users
of the language, collaborative creation of meaning, meaningful and purposeful interaction
through language, attention to the input and inclusion of new forms into the learner´s
developing communicative competence”. (2006, p. 22)

Teachers are required to highlight students that effective communication involves

harmony between vocabulary items and the speech contexts in which they occur
(Halliday, 1985). In genuine communication and context are often so closely related that
appropriate vocabulary choices can only be made with reference to the context and
purpose of communication.

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 As teachers we need a new perception of our classrooms to provide students
meaningful communicative tools that can be reflected in diverse activities within the class
to improve their ability to express and help them to have a different viewpoint of second
language learning. The major aim of teachers should be to provide comprehensible input
for students in order to make language more meaningful for them (Richards, 2006).
Moreover, a teacher's goal can be providing a real world into the classroom to make
learning more significant. Richards states that learners learn a language through the
process of communicating in it, and that communication that is meaningful to the learner
provides a better opportunity for learning.

Since its origin the Communicative Language Teaching approach has served as a
major source of influence on language teaching around the world as it emphasizes the
need for real life objects and texts to give authenticity to the communicative situation
(Brinton, 2001). CLT unlike other approaches uses almost every activity that involves the
learner in an authentic communication.

CLT emphasizes the importance of communicative competence in the learner,

which according to Richards is “the mastery of functions needed for communication
across a wide range of situations where vocabulary and grammar are chosen according to
the functions being taught.” Communicative competence includes several aspects such as
the use of language for different purposes and functions, variation of language according
to the setting and the participants (formal or informal speech), production of different types
of conversation (dialogue, narrative, interview) and the flow of communication through the
use of different kinds of communication strategies (catch phrases, emotive language,
interjections) (Savignon, 2003). The type of activities proposed in CLT promotes
communicative practice where the focus is the use of language within a real
communicative context, where real information is exchanged. Richards (2006) affirms that
more authentic communication is likely to occur in the classroom if students go beyond
practice of language forms and use communicative resources.

4.5 Teaching English as a foreign language according to the Task-Based

Approach

Over the past of years, teachers in a wide range of educational contexts have been
acquainted about the benefits of task-based approach into foreign language teaching,
consequently during the last decades teaching a foreign language by the use of tasks

32
came into fashion within the model of communicative language teaching as a way to
develop realistic communication in the classroom receiving support from teacher
educators and second language acquisition researchers (Brown, 1994). However, since
then there have been many wrong assumptions about Task-based language teaching
since it needs to be viewed as an approach for developing the four language skills and not
just the speaking skill, focusing students’ attention not only in accomplishing a
communicative task but also in the linguistic form creating a context in which students can
learn new language by having their attention drawn to particular linguistic forms while they
are doing the task (Ellis, 2014).

Task-based language learning is a learner-centered approach to language

teaching where learners are active agents who develop implicit and explicit second
language knowledge through task performance. Ellis and Shintani (2014, p. 135) define it
as an approach that aims to develop learners’ communicative competence by engaging
them in meaning-focused communication. According to Van Den Branden (2016) much of
teachers’ role within task-based language teaching consists of monitoring students’ task
performance and tailor input, feedback and support to learners’ needs functioning as an
organizer who has to make sure that the sequence of activities learners are engaged in is
a logical and coherent one, built up in such a way that learners are continuously exposed
to meaningful challenges. On the other point of view, task-based language teaching can
be used in integrated learning syllabi as well as in subject matter lessons detailing content
in terms of the tasks to be performed in the classroom in order to provide students with
opportunities to communicate and practice linguistic items (Rodriguez -Bonces, 2016).

According to Ellis (2001) and Willis (1996) task theory has some characteristic
viewpoint. Ellis (2001) and Willis (1996) consider natural language use where tasks are
seen as creators of contexts for the natural use of language, language is considered a tool
rather than the object of study, and the focus is on meaning. Willis (2001) highlights the
use of real-world tasks which mirror actual tasks that learners may have to perform in real
life whereas Ellis (1996) points out both the importance of pedagogic tasks, which do not
correspond to real life events but still generate natural language use, as well as real-world
tasks. Ellis (1996) says the task is designed to elicit production from the learners or only
requires them to process input. Input based tasks have an important role in task-based
language teaching.

33
 There are unfocused or focused tasks, an unfocused task is the one that has not
been designed with any particular linguistic focus in mind thus students don’t know the
task focus and they engage with the target feature in natural language use while a
focused task creates context for a pre -determined linguistic feature and the learner
performs the task knowing which is the task focus.

Regarding the characteristic of task-based learning, task-based learning teaching is

generally seen as a learner-centered way of teaching language it emphasizes the
performance of tasks in pair-or-group work. Willis (1996) states small group-work is
essential in task-based language since he views tasks as instruments for generating talk
between learners while Ellis (2001) argues that tasks can also be implemented in teacher-
class interaction through input-based tasks where he considers teacher-class participation
is the ideal way for introducing task-based language in contexts where students are not
familiar with.

4.5.1 Type of tasks

There are a variety of TBL to choose from:

Pica, Kanagy, and Falodun (1993) have categorized the tasks into these groups:
jigsaw tasks help learners construct different information parts, each students cooperate
to constructing the whole. Another is information-gap tasks, it encourages learners to
share different text information in order to form a complete text in different sessions. The
problem solving tasks provide guides to find the solution to a problem. In decision-making
tasks, learners manage a problem with a set of solutions, and they need to make a
decision by negotiation.

However, Willis (1996) mentions another six different types of tasks: The first one
is listing, in this task learner’s work in a cooperative way to generate a list of vocabulary.
This type of task is appropriate for brainstorm to activate the students’ personal
knowledge and experiences. The next type of task is ordering, it require four kinds of
process: events in a logical and chronological order, the sequence of this events, groping
this items and finally classify them under their appropriate categories. Learners are
involved into three process in comparing tasks, define and relate specific points, find
similarities and differences. Another type of task is problem solving, in this task students
develop intellectual and reasoning capacities to find the appropriate solution to a problem.
In sharing personal experiences task, learners talk about themselves and share their own

34
experiences, this task is useful to encourage participation and language production. The
last is creative tasks, in this task learner’s work in pairs or groups. They imagine a own
product and create it, for example; poems, art, lyrics, stories. However. This type of task
require a combination of task types such as listening, ordering, comparing and problem
solving. On the other hand, Nunan (2001) categorized the tasks into two types:
pedagogical and real-world tasks. Pedagogical tasks are communicative that facilitate
students the use of language in the classroom to achieve their goals. Nevertheless, real
tasks involve the use of the language outside the classroom in the real world.

4.5.1 Phases of the task-based framework

4.5.1.1 Pre-task phase

Ellis (2003) assume three phases in common for task-based instruction, He names
these as ‘pre-task’, ‘during task’, and ‘post-task’. In the pre-task phase teacher introduce
the task and task topic to learners. This phase plays an important role because after to
introduce the topic, teacher explains the theme of the task, in this way learners get familiar
with it. (Dörnyei, 2001) affirms that purpose of the task in advance also serves as a
motivator. However, teachers in this stage provide learners with vital vocabulary items and
phrases related to the topic. In addition, teacher have the opportunity to observe what
learners actually know and what they need to know according their needs and lifestyles.

In this stage, teacher enhances learners’ competence in undertaking the real task
providing enough experience in an optimal performance in the task. Ellis suggest learners
to find their own way to learn through discussion and negotiation with fellow learners in the
pre-task phase. The last step in the pre-task phase is to encourage learners to prepare
themselves for the tasks using a variety of vocabulary item, and linguistic forms.

4.5.1.2 During-task phase

In this phase, Ellis affirms that learners work in the main task in pairs or groups to prepare
an oral or written plan, but also how and what they have done in task completion to
present it to the whole class. Students have the opportunity to choose the task
performance based on the previously defined outcome of the task. Ellis affirms that this
phase give students the opportunity to use the input data planning the time to produce the
language. Also, the author affirms that the limit of time help to determine students’
language use. It is helpful to complete a task using some complex and accurate
structures; it encourages the students’ language fluency. Another important point in this

35
stage is the use of input data during the task performance. Teacher provide the
appropriate feedback in this stage.

4.5.1.3 The post-task phase

This phase allows learners to focus on the language use to complete the task,
students repeat the performed task and give the appropriate comments (Ellis, 2003). This
stage involves explicit language teaching, learners add accuracy to listening or text tasks.
Students examine some form-focused tasks based on listening or text task provided by
the teacher. Also, the teacher selects the language forms to present, and monitor to
learners while they are performing the “re-task” and notes of learners’ errors and gaps in
the particular language forms they use. Students have the opportunity to repeat the task to
improve fluency and the use of more complex language forms to express more clearly.
Finally, learners reflect on the finish task summarizing the outcome of the task. Ellis
(2003) affirms that students report their own performance and their advance.

4.6 Communicative competence

English has been for decades the worldwide communication. It has been shown
that the growing need for good communication skills in English has created a huge
demand for English teaching around the globe; in fact opportunities to learn English have
been provided in many different ways, through trips, studies abroad, media, Internet and
formal instruction (Jack C. Richards, 2006). Teaching a foreign language requires a
variety of strategies, interaction, motivation, teamwork, self-learning and communicative
skills in order to give learners more tools to master that language. 21st century students
demand new teaching skills that make them think creatively, critically and collaboratively
(P. Griffin, 2014). Nowadays we have more resources to teach English that we must use
to gain more benefits and to achieve the aspired results in our learners. Teachers need to
have a new perception of our classrooms to provide students meaningful communicative
tools that can be reflected in diverse activities within the class to improve their ability to
express and help them to have a different viewpoint of second language learning.

The major aim of teachers is to provide comprehensible input for students in order
to make language more meaningful for them (Richards, 2006). The teacher's goal must be
bring the real world into the classroom to make learning more significant. Richards states
that learners learn a language through the process of communicating in it, and that
communication that is meaningful to the learner provides a better opportunity for learning.

36
 The Communicative Language Teaching has served as a major source of
influence on language teaching around the world as it emphasizes the need for real life
objects and texts to give authenticity to the communicative situation (Brinton, 2001). CLT
emphasizes the importance of communicative competence in the learner, which according
to Richards is “the mastery of functions needed for communication across a wide range of
situations where vocabulary are chosen according to the functions being taught.”

Communicative competence includes several aspects such as the use of language

for different purposes and functions, variation of language according to the setting and the
participants (formal or informal speech), production of different types of conversation
(dialogue, narrative, interview) and the flow of communication through the use of different
kinds of communication strategies (catch phrases, emotive language, interjections)
(Savignon, 2003). The type of activities proposed in CLT promotes communicative
practice where the focus is the use of language within a real communicative context,
where real information is exchanged. C. Richards (2006) affirms that more authentic
communication is likely to occur in the classroom if students go beyond practice of
language forms and use communicative resources.

5. 6.1 Communicative competence and task based approach

Task-Based approach provide opportunities to employ effective and meaningful

activities and promotes communicative language use in the language classroom. The
foreign language classrooms attempt to involve and support learners in the learning
process. Tasks- based learning hold a central place in the learning process and are
important components of the language learning environment. Some researchers
emphasize the importance of task-based approaches to communicative instruction which
leave teachers and learners freer to find their own procedures to maximize communicative
effectiveness. It is important to consider that the type of task used in classroom may
positively influence learners’ performance. For that, the designer tries to create tasks that
substitute a language learning context in which the learners can be involved and
supported in their efforts to communicate fluently and effectively (Ellis, 2003).

Task-based learning provides learners with an appropriate learning context that

requires the use of the target language through communicative activities. This process of
using language gives more importance to the production than the correct language forms.
For that, task based learning is viewed as one model of Communicative competence in

37
terms of concerning real and meaningful communication as the primary characteristic of
language learning (Richards & Rodgers, 2001; Willis, 1996). Moreover, some researchers
described the tasks as important activities that will be completed while students using the
target language communicatively by focusing on meaning to reach an intended outcome.
In the same way, speaking classrooms are well suited for task-based learning, given
favors real language use in communicative situations.

Ellis (2003) affirms that tasks are designed to promote the meaning-focused and
communicative nature relation to the real world. This relation to real world creates more
meaningful and authentic communication competence. Also, there are authentic tasks that
emphasis the use of language in real life situations. Moreover. There are pedagogic tasks
which are similar to authentic tasks, but they do not necessarily take place in the real
world. These real world and pedagogic tasks promote comprehension and production of
language for communicative purposes. Focused tasks, unlike unfocused tasks, are
designed to draw learners’ attention to specific linguistic forms (Ellis, 2003).

4.7 Action Research

Hensen (1996) defines the action research as the process of studying a real
classroom or school situation to improve the quality of actions or instructions. Action
research is a system way for teachers to observe their practice and explore a possible
problem to make meaning changes to work more effectively. Similarly, Watts (1985)
argues that action research is a process in which participants examine and assess their
own working and consider working with colleagues and participants to improve their
practice. Sagor (2004) emphasizes that action research is a tool used to help teachers to
improve teaching practice. Furthermore, action research is considered as an opportunity
for all educators to get immerse in their own classroom and construct or design much
more effective strategies to improve the teaching-learning process. Action research allows
teachers to take ownership over their teaching to gain experiences designing the study,
execute the study, track data and reflecting about the results (Johnson, 2005).

Burns (1999) finds some important characteristics of action research: One of them
is the contextual, small-scale and localized. In other words, the researcher identifies and
investigates the problem of a specific situation. Another important aspect is that action
research evaluates and reflects in a situation in order to change that situation and improve
it. Teacher can participate in a collaborative investigation by colleagues, participants and

38
researchers. The last but not the least, action research is based on data collection which
provides the impetus for changes.

4.7.1 The model of Action Research

Burns (1999) developed a model of action research through a dynamic and

complementary process.

a. Identify a problem area.

In this step, researcher select questions of a topic to investigate, they carefully select
questions of any problem to be studied. (Ibid.).

b. Planning.
In this step, the researcher designs an intervention plan about the problem identified,
design material, media, and instrument for observation. Also, stablish a time and a
schedule. (Ibid.).

c. Implementing.
In this point, the researcher implements the activities written in the intervention plan.
(Ibid.).

d. Observing
The researcher records the important events before, during and after the teaching-
learning process. It can be done in a cooperative way with colleagues to observe
students’ activities while teaching learning process and take notes the excesses and
weaknesses of the implementation of each lesson plan. (Ibid.).

a. Reflecting
After carrying out the teaching-learning process, the researcher reflects and evaluates
the process and results gathered. (Ibid.). The data of each step are analyzed, and the
data will be used to determine if any improvement has occurred to reach the goal.

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4.7.2 Importance of Action Research

According to O’Leary (2011) action research play an important role in education. It

influences to change and solve problems with a collaborative work between researcher
and participants. Action research is considered as an essential tool to improve teaching
practice by using new or different methods to change the traditional teaching and learning
process style. Through that process, the teacher-learner relationship and learner-learner
relationship could improve considerably using cooperative learning strategies. What is
more, action research improves the current teaching situation providing professional
development, teacher training and teacher research to become an important agent of
change in the educational system.

Johnson (2012) affirms that through and action research teachers are empowered
to meet the students’ needs and make changes or adapt the particular teaching style
related to learning process. In a similar way, by studying, getting information and analyze
the interest, abilities and students’ personalities, the researcher can design an action plan
to create an adequate atmosphere learning to have better results on teaching. Finally,
action research is really important in educational. Teacher can improve the quality of
education understanding and resolving significant problems in foreign language learning in
a dynamic and friendly way.

4.7.3 Benefits of Action Research in education

According to Elliott (2001) there are a lot of benefits oriented to the quality of the
process. Some of these benefits are; one important benefit is that action research can
influence to have a better understanding among teachers and learners, it can improve the
achievements of goals during the teaching-learning process. Also, it supports
methodological decisions to improve the implementation of changes in the classroom. On
the other hand, the research not only provide benefits for teachers but also for learners.
Learners can participate actively in decision making in the classroom in order to create
their own learning environment. It can motivate students to participate in the classroom
activities and future action research.

Action research helps to confer relevance and validity transforming the knowledge
into something meaningful in a setting where teacher is familiar with. In addition, research
is helpful for professional development, teachers can gain confidence and can determine
ways to improve continually. As cooperative team working, teachers can improve collegial

40
interaction and share their experiences and teaching styles. Another important benefit of
action research is that it offers opportunities to reflect on teaching practice and investigate
what effects their practice is having on their students, the results can assistance to take
actions of changing the strategies for the better. To finish, research in the education is
useful to improve communication, teachers involved in action research become more
flexible in their thinking and more open to new interactions (Ferrance, 2000).

41
 5. METHODOLOGY OF THE PROJECT .

5.1 Design of the research.

This chapter describe how the research will gather the necessary data and
information that will use in the study. It shows the procedure of data collection and
instruments used. Moreover, this chapter discuss the type of research, research method
and the research locale.

Action research is the research design of this project. It includes the process of
actively participating in a change situation at the same time as conducting research. It will
be applied on experimenting on a specific population of teenagers over a period of time,
with the aim of improving the teachers’ strategies and knowledge of the surroundings
within which they research. Action research is a process of study done by systematically
collecting data to gather information about how students learn with the implementation of
new strategies and subsequently reflect on the possible outcomes.

The present research will be based on the research action process. It will be more
fluid, open and responsive. It will occur through a dynamic and complementary process
which consist of diagnostic the problem, planning, acting, observing, and reflecting
suggests. The researcher starts from detecting the problem, carrying out the real action
research in order reflect and analyze the problem to solve. Moreover, there will be a mix
method approach to collect different types of data and at different times, there will be a
correlative between the quantitative and qualitative data results.

5.2 Methods, Techniques and Instruments

5.2.1 Methods
This study will make a description of the data resulting from the application of an
intervention plan. The following general methods will be applied along the descriptive
research:

- Comprehensive method: This will be used to study the vocabulary teaching

strategies incorporating games in teenagers of fourteen to sixteen years old of a
public school and how it is taught. Moreover, it will be useful to understand the
importance that teaching strategies have and the influence on the students’

42
 vocabulary learning to communicate. This method facilitates the analysis of the
development of vocabulary knowledge and it will be possible to prove the
effectiveness of the teaching strategy by implementing games to teach vocabulary
in the EFL classroom during a period of time.

To make a theoretical relation between game strategy with the development of

vocabulary learning to improve the communicative competence, the researcher will
use the analytic and synthetic methods.

- Referring to the analytic method, it will useful to know more about the effects and
benefits of games as a strategy to improve vocabulary learning of learners who will
be part of the research. It is considered that vocabulary is an essential part in the
English language as the principal tool for communicate the ideas effectively.
However, its development requires to have more active and motivated learners into
the teaching-learning process. Also, this method will be the support to analyze the
data collected by the researcher. To make it possible, there will be some
instruments like an observation guide with clear indicators to show the effects of the
strategy.

- The synthetic method will provide a clear understanding of the real problem that
students face in the EFL classroom during the vocabulary learning process. Also, it
will be helpful to synthesize the modes of the strategy and their effectiveness in
teenagers with beginners’ level. In order to determine the limitations of the students
learning, the researcher will need the participative diagnostic method.

- Participative diagnostic method: this method be will beneficial to determine the real
situation of how the use of games influence on students’ motivation and the
improvement of vocabulary knowledge. It will let the researcher to have a better
understanding of the students’ difficulties in the EFL classroom. Based on that
limitations, it helps the researcher to change this reality by applying the new
strategies through games as possible position.

To select the appropriate strategy to improve vocabulary learning the proactive

method will be used:

- The proactive method will be important to research in order to determine the

communication needs of the learners. It will helpful to select the best alternatives

43
 that games as a strategy has in order to overcome the students’ limitation in their
vocabulary learning.

- Workshops method: This concrete alternative will be beneficial for researcher to

plan and apply the contents that will be useful to work through the application of
games, so students are able to determine and solve their learning problems and be
more active learners into the English learning process. It will support to state
specific objectives in each workshop making a positive environment to learn and
teach vocabulary. Students need to be able to improve their vocabulary knowledge
and get better outcomes in the communicative competence. Finally, the researcher
will use the comprehensive assessment to assess the workshop.

- Comprehensive assessment method: Through this method the researcher will

assess the students’ outcomes after each session using games as a strategy to
teach and learn vocabulary. Also, the observation guide will be used to detect the
students’ improvement in the sub-skill.

5.2.2 Techniques and Instruments

Data Collection

A mixed method will be used to collect the relevant data in order to answer the
research question. Three semi-structured test will be employed to gather quantitative data.
This data collection will fit diverse response categories easy to summarize, compare and
generalize. Researcher’s close observation of students’ performance, two sets of
structured questionnaires and interviews will be used to collect qualitative data. The
qualitative data will provide information useful to understand the process behind the
learners’ perceptions of the research.

Test

A test will be devised to gather useful information to answer the question of the
research. The researcher will design a pre-test, middle-test and a post-test, those will be
applied various times through the research, the conditions will be identical and the amount
of time in order to maximize the validity and reliability. Moreover, the tests will be
measured under the interval conditions and contents provided by National Curriculum
Document-Education Ministry.

44
 A pre-test of multiple choices questions with seven questions will be used to
evaluate students’ vocabulary at the beginning of the intervention plan in order to assess
the previous students’ knowledge on the target vocabulary. A middle-test will apply in the
middle of the process. The information gathered will crucial to find out if learners learn the
vocabulary introduced in the previous sessions and determine the progress of their
knowledge. A post-test will be conducted in class at the end of the process, so that
researcher gives a clear explanation to students and clarify all queries raised in addition,
one hundred percent return rate should be ensured. This will allow the students to provide
a wide range of responses. It will be helpful to verify the effectiveness of the strategy.

Observation

The researcher will carefully observe students’ performance during lessons to

collect qualitative data. She will use an observation checklist to record what has happened
in class that helps them investigate, analyze and reflect upon their findings when the
project comes to an end. Additionally, this tool will enable the researcher to observe the
students’ perceptions and reaction with the strategy.

Interview

The interview will conduct with the selected group. The tool will be designed with a
semi-structure questions enable to gather information to know the achievement of the
objective two of the research. The interview will be applied after the intervention plan to
obtain as much as information as possible. It will helpful to record the students’ opinions,
experiences and interest in their learning process.

Questionnaires

Two set of face-to-face questionnaire will be used. Questionnaires of closed

questions with eight questions will be used to collect students’ answers. The questions will
set out in a very systematic way to tick the answers, also the type of question will be easy
to understand and make the participants feel comfortable. This tool will help to get
information about the use of the strategy in the learning of the English vocabulary at the
beginning and at the end of the intervention.

45
Procedures

The present action research is going to base on the model developed by Kemmis and
McTaggart (1988). The action research will occur through a dynamic and complementary
process which consist of some fundamental steps.

1. Exploration

At this stage, the researcher will collect the information to identify the problem related
to the theme of the research work. It is necessary to apply the pre-test or questionnaire to
know the vocabulary knowledge and the students’ motivation to learn in the English class.

2. Carrying out the real action research

a. Planning

In this step, the researcher will design an intervention plan about strategies to
learn vocabulary incorporating games in an EFL classroom. Also, the materials,
media, time and instruments to collect data.

b. Implementing

In this step, the researcher will apply the intervention plan during a period of time
in order to solve the difficulties that students face learning vocabulary in an EFL
classroom.

c. Observing

The researcher records the important occurrences during the teaching

learning process and after each lesson. The researcher will monitor the effectual
use of games to measures students’ perception and performance in vocabulary
learning. Moreover, she notes the important information during the implementation
of lesson plans through the observation guide.

d. Reflecting

After carried out the teaching process, the researcher will analyze, compare
and evaluate the reflect about the results of the action research to draw the
conclusions about the action research work. She evaluates the process and the
results obtained through the pre-test, middle-test and post-test. Also, the results
gathered from the questionnaires, observation and interview. The data will be used

46
 to determine if the project have meaningful learning. This results will be presented
as descriptively and representative way.

e. Disseminating

In this step, the report of her intervention will be disseminated with the findings and
ideas among the teachers, parents, students and authorities. It will present in a
private and public presentation.

Population Sample

The action research will conduct in the country of Ecuador. The name of the school
is “President Tamayo”, it is public school composed of a population of 4,000 students with
several courses which are divided into levels: beginner, basic education, upper level and
high school level. I will take into account in this research 25 students whose ages
oscillate between 15 and 16 years’ old who are studying first year of high school level.
They take mandatory English classes five hours a week, each hour lasting forty-five
minutes. The group follow an English textbook provided by the ministry of education of the
national government. All students have an intermediate level of English, according to the
CEFR Reference Levels in the Ecuadorian Educational System. Students do not have
enough vocabulary for expressing complete ideas in English. Most of students have
problems with English vocabulary learning, they have difficulties to identify the most
known vocabulary used in real life, including vocabulary implications such as spelling,
meaning and pronunciation. More characteristics of the population is presented in the
following list.

- Mixed population: 10 boys and 15 girls.

- Belong to different culture environment.
- They are identified with different culture, social and natural context.

47
 6. THE STUDY.

6.1 Description of the context

6.1.1 Institution

The institution where this action research was carried out is a public school to
which attend students from middle and lower socioeconomic status. It is located in
Francisco de Orellana close to the dense rainforest in the Amazon. The school is best
described as a big institution in comparison to many schools in its locality, there are
several classes per school year level. It is integrated for a large population of settlers from
different regions of Ecuador and native inhabitants Amazon ethnic groups: Quichua,
Shuar and Waorani. The place where is located the school is best described as an urban
area, making the situation of the process run well because it is comfortable and make
more accessible to education. Moreover, the school is accessible for all culture, economic,
ethnic backgrounds, genre, and students with disabilities providing an inclusive education.

The school is close to the National Education system of Ecuador, which is

regulated by the ministry of Education (MINEDUC). The education is divided into two
school cycles: Andean and Coast with different academic cycle start and end dates. The
institution where was carried out the action research is in the Andean cycle which
currently begins in early September and ends in lately July. On the other hand, the
institutions have several courses which are divided into levels: beginner, basic education,
upper level and high school level. The secondary education or high school level is divided
into two cycles or levels; the basic level and the baccalaureate level. This last type of
education known as Bachillerato General Unificado, takes three years and it is intended
by teenagers aged from 15 to 17. This program has a common core curriculum, where the
academic year is currently divided into 5 month periods (quimester) and the academic
year is sustained by 200 weekdays, comprising a study load of 40 hours per week.
Following the first quimester students have 15 days of holiday and following the second
quimester students have almost a month off.

The language of education is Spanish, but for secondary education is mandatory

for students to learn English as a Foreign Language. The objective is that students reach
a level of proficiency in English providing them best opportunities in terms of access to
education around the world and overcome poverty.

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6.1.2 Participants profile

The participants were chosen through convenient sample method were twenty-five
students whose ages oscillate between fifteen to sixteen years old. They have an
intermediate level of English, according to the CEFR Reference Levels in the Ecuadorian
Educational System. The participants were chosen through a convenient sample method
taking into account the students’ needs. The group participants were current Ecuadorian
English Foreign Language Learners who included more or less the same number of girls
and boys in the first year of high school level..

According to the educational system students started to learn the English

Language at a young age, in different urban and rural schools of the country. Ecuador is
diversity in traditions and culture, for that the participant population was comprised of
group from different culture and linguistic backgrounds. The first learners’ language was
Spanish and there were varying degrees of bilingualism across communities. Some
participants spoke ethnic language such as Achuar Waorani, and Shuar as cultural
language of the Orellana and Quichua of the Pichincha province.

Students were studying in the same school for three years when they began the
secondary education level and they were learning two years with the same English’s
teacher. Students took mandatory English classes five hours per week, each hour lasting
forty minutes. During that time, the process of data collection was done in a regular class
and the task was administered as a supplementary for the curriculum.

On the other hand, the English classes bears all the traditional teaching-learning
condition in the Ecuadorian context. The group followed two English books during the
process; a student book and workbook, provided by the ministry of education of the
national government. The classes were accompanied by the physical presence of another
object such as, encyclopedias, dictionaries and notebook. Teacher was expected to cover
all the units of the English book during the academic period. In general, teacher tended to
be more focused on achieving the syllabus plan in the EFL classes as opposed to
concentrated on learning the language engaging positive learning attitudes and motivation
to continue learning the language, this attitude disposes students to a lack of willingness
and motivation to improve their knowledge.

The students’ exposure and opportunities to use the target language is limited and
the teaching strategies were deficient and ineffective. Moreover, the passive classes did

49
not facilitate to learn effectively, students faced serious difficulties to understand and
communicate using the target language. Most of students had problems to learn English
vocabulary and identify the most known words used in real life situations, including
implications such as spelling, meaning and pronunciation.

6.2 Description of the corpus and data collection

One of the important decisions taken in the action research was the choice of data
collection instruments. Several tools were used that included qualitative and quantitative
data collection, guided by the theoretical consideration of fieldwork methodology. In order
to complete data, confirm the problem identified in this inquiry and determine how effective
vocabulary strategies were on students learning, the researcher choice and employed
some instruments considering the particular situation, four instruments were used. The
first was tests; they were used to record the students’ mastery of vocabulary knowledge.
The second was observation checklists; they were used to record the students’ interaction
and participation before and during the research. The third was interview; it was used to
record the students’ opinions, perception and experiences before the intervention. The last
instrument was questionnaires; they were used to record important information about the
students’ interest, learning and views toward the treatment.

Test
In this present study, the researcher used vocabulary test as an important
instrument. The tests were used to collect data about the knowledge of vocabulary to
compare the effectiveness of the strategy. The content of the test was based on the
curriculum and teacher’s syllabus according the school timetable. There was used the
current English book they follow to select a set words, phrases and content to assess both
receptive and productive skills.

There are three test in this study, pre-test, middle test and post-test which were
conducted at the beginning, in the middle of the process and the end of the sessions. The
principal aim to use three test were to compare and analyze the results of students’
vocabulary master before, during and after the implementation of the strategy. Moreover,
the structure of the questions were multiple choice questions.

For the first phase the pre-test was administered before the intervention session. It
was used to measure the students’ pre-knowledge of vocabulary items to give a
treatment. The test was conducted on Monday, August 26th, 2019. There were 19
participants who were asked to complete the items test which consisted of 8 items in 40

50
minutes. Furthermore, during the process the middle test was conducted. This test was
applied after the four session to keep a continuing check in progress of the students’
knowledge. Finally, there was a vocabulary post-test which was conducted on the second
week of September, after the intervention process. It was applied with the purpose to find
out the results of students’ vocabulary mastery after the treatment given in order to
compare any significant differences after the sessions.

The system of assignment was 10 out to 10, the highest score was 10 and the
lowest was 1 according their complex. According the structure of the test paper (see
Appendix 1) consisted of 8 items; Part 1 consist of description of vocabulary (10%); Part 2
Identifying adjectives (10%); Part 3 past participle form verbs; Part 4 feelings (10%); Part
5 synonyms; Part 6 real situations; Part 7 reading comprehension (20%); Part 8 listening
(20%). The first parts were developed to test the participants’ understanding of the
meaning of the words, this questions generally fit the features of receptive knowledge.
Another part was used to find out the use of grammatical inflections including verbs,
adverbs and suffixes. This kind of questions was not used only to require knowledge of
vocabulary, buy also understanding of the form and function of words in context. The two
last parts were designed to assess receptive skills. This allowed to evaluate the
association the use of related words in context and also the students listening skill.

Observation

To obtain more data during the research process, there was used observation as
another data collection instrument. Slack et al (2001) states that researcher could have a
clear idea of the process with the appropriate observation. In this case, the researcher
choice the most suitable kind of observation to use, taking into a consideration the time to
conduct in the process of collecting data during the teaching and learning in classroom
action research. On the other hand, the researcher selected a combination of both
participant and non-participant method. This method was used to study the information
needs of the group of participants. Also, it was helpful to compare experiences gained into
different settings in the classroom. The observation offered a more objective and direct
view of information. The participant observation had some benefits of considerable
planning, duration and application of the strategy, but the non-participant observation had
limit amount of preparation. Nonetheless, the observation had a valuable application
working in a real environment. It demonstrated the collection of rich and directly observed
data in both participant and non-participant observation with the purpose of gather
information from the research setting and practice. The role of the researcher was helpful

51
to record and analysis everything to have a discussion with the teacher for some
clarification after of each lesson.

There was a structure observation, it was a technique where the researcher

observed participants using a checklist that has being developed in order to obtain very
interesting insights during the process. The observation checklist with a list of behavior
traits was used to understand the necessary components in the natural setting regarding
data collection, analysis and data interpretation. The observation checklist was well
designed and planned tool that observed was able to conduct to gather effective and
useful information of students’ perception and participation level. It also helped in
producing desirable and goal oriented results to provide a basis for the evaluation that
was compared for the desirable criteria. Additionally, the researcher decided to conduct an
unstructured observation with the purpose to identify and take into a consideration non-
verbal language during the observation, it includes; multiple gestures and body movement
which helped to understand the effect of the participants’ behavior using field notes.

The researcher observed students as they work before the application of the
intervention plan and during the pre-task, main task and post-task. The observer started
working on the observation sheet at the beginning of each lesson. The indicators of the
checklist were 20 items, divided into two sessions. The first session had 6 items observed
at the beginning of the process and the second had 16 items observed during the
implementation of the strategy integrated of three scales each one; yes, no, and
sometimes (See appendix 2). On the other hand, the classroom observation took three
weeks, during eight sessions of class and forty minutes per lesson. Finally, the results of
the classroom observation were coded, transcribed and integrated to the data emerged
from field notes, interviews and questionnaires.

Interview

Before carry out the interview, the researcher got permission to conduct this
instrument through an authorization letter for school authorities, parents, English teacher
and participants. Also, there was conducted a practice interview with the purpose of obtain
experience to decide how best conduct the final interview. The feedback gathered on the
practice interview was helpful to test the appropriateness of the questions and the
location. According to the results and feedback, the researcher decided to use an audio
record and changed the location because the noise level was too high. According to that,
during the use of this instrument there was considered some certain characteristics such

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as, the sessions, they were held at a neutral place where participants feel free to express
their opinions and feel comfortable to share their experiences without the fear of being
ridiculed by others, it was useful to carry out the instrument in a better way.

In this study 10 EFL participants were interviewed. The selection of this

participants was based on remove the potential influence of external variables and
generalizability of the results, also it was centered on theoretical perspectives and
evidences observed during the process. The next consideration was the sample size; ten
participants was a number necessary to gather information of all important elements of the
strategy being studied. It was helpful to identify students’ perspectives that otherwise were
not overlooked. However, the purpose was not only get positive experiences and views
reported but also obtain information of students who perceived negative experiences.

After initial contact, the researcher sent every interviewee the interview questions
through an email to get familiar with the questions. Semi-structured interview with eight
questions was carried out to elicit information about the deeper understanding of the
issues from the interviewees’ perspective. Also, the questions were structure with the
purpose to explore and examine what students think about the way of vocabulary learning
and their feelings and believes during and after the action plan.

The interview was individual and it was conducted on a face to face encounter, the
information gathered was recorded and then transcribed. The language of the interview
was English, the student answered the questions at some length in his or her own words
according their level. Additionally, the order of the questions was more or less the same,
in the same way, the order of the participants was selected on the basic of the
chronological order of the list. The data was collected after the last session class, on the
second week of September.

Questionnaire

Another important data source was questionnaire. It was designed to collect data
from large, diverse and cultural group of students. The questionnaire consisted of closed-
ended questions with a list of predetermined responses from which to choose the answer.
It was useful to provide a great uniformity of responses and was more easily to process.
The questionnaires used in this study were not only based on a single theory, they were
designed by considering the need and the importance for the present research. The

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questionnaire was designed to gain better results of EFL students´ believes about the
incorporation of games as a strategy to learn vocabulary.

A rating scale was used in each closed question in order to seek information for
understanding students’ attitude by combining the individual responses to a series of
opinion questions. Also, it measured attitudes, influence behavior that could not be directly
observed. The rating scale was assigned a numeral code of categories without a neutral
point in the middle, the scale gave an indication to each participant overall positive or
negative orientation toward the question, the researcher used a balance of both positive
and negative items to reduce the participants set bias. The participants were required to
rate each item on a 4-point scale by making a tick the response (1,2,3 o 4) indicated
“Always” 1, “Usually” 2, “Sometimes” 3, “Never” 4. On the other section indicated “Strongly
agree” 1, “Agree” 2, “Disagree” 3 and “Strongly disagree” 4.

On the other hand, the rating scale was designed with multiple items to have more
reliable, valid and consistent results. There are 19 questions divided into three sections
which represent the validity and reliability indicators. The first part of the questionnaire
contained questions regarding the learners’ demographic information. The second section
(from Q1 to Q8) was related to participants’ perceptions about the importance of
vocabulary and strategies used to learn it. The third part (from Q1 to Q11) the statements
were related to participants’ beliefs and attitudes toward the implementation of the new
strategy to learn vocabulary.

Two set of face to face questionnaires was used, pre-questionnaire and post-
questionnaire. The same participants were measured on the variables of the
implementation of the new strategy on students’ attitude toward an intervention. There
were a group of twenty-five participants who answered the questionnaire that assessed
their attitudes before the intervention started, and then the same participants answered
the questions again after they experiment the use of the new strategy. It helped to conduct
a measure analysis to see if the participants’ attitude significantly changed from before the
intervention class (pre-questionnaire) to after the sessions (post-questionnaire). Moreover,
the questions were standardized, all the participants were asked exactly the questions in
the same order and the same time (30 minutes). This means that it was easily to check for
reliability and consistent.

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 The instrument of this study was designed in English, the language of the
questionnaire was appropriate to the vocabulary of the group of participants being studied,
also it was according to the social background, of students’ age, English level, social class
and ethnicity. However, the researcher was assisting with instructions and participants’
questions.

6.3 Research tools used for analysis

Audio recording

The data obtained from qualitative interview was recorded, the recording was
achieved through audio with the purpose to gather a great deal of information. Prior to the
record, the researcher provided to the participants a fully explanation of the process and
the respective request for permission to use the recording equipment, also accompanied
by a verbal explanation of how the interview was organized. The use of this digital tool
was careful planned in order to gather data that effectively answer the research questions
about the implementation of a new strategy to learn vocabulary in a foreign language
class. Also, it was taken place in a quiet location to ensure background noises to be
recorded by the device. In the same way, the researcher took into a count some strategies
to carry out the interview in a better way. First, the researcher obtained a highly sensitive
recorder and very small to be an unobtrusive object during the interview. Second, the
researcher was prepared to collect data, she arrived early to arrange the setting and
check the recorder ahead of the participation. Then, there was an explanation of the use
of device, students became more familiar with each other and brook down barriers and
they built trust. Next, there was a full interaction, achieving a high level of conversational
interaction during the record.

The researcher decided to use audio record during the interview because of their
simplicity to use to keep a permanent record of the event. Moreover, this method was an
economical option in terms of time and money, in other words it was quick, simple and
inexpensive. Additionally, the use of this devise was selected to diminish the effect of
obtrusive instrument so students appeared immediately comfortable with the audio
recording. The audio recording was used as a complementary method which offered a
different way of manage the data. The audio was replayed to verify the participants’
answers providing unlimited re-playability during data analysis useful as a basis for
reliability and validity. It had a significant effect on the quality of data obtained, improving
the quality and transparency of the information gathered.

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 The researcher made aware of the data that was collected, how it was managed
and how the audio record was applied. This audio recording equipment used was a
specialized device with multi-directional microphones and good audio, it also offered
security features to protect the audio data captured. However, the record devices were
verified, checked and the field was uploaded immediately becoming one of the important
data for analysis. Also, the results provided and the analysis of the audio record was
confidential, it was coded with a standard procedure according each question of the
interview to analyze the data. Coding was an established procedure that facilitated better
understanding of the answer details. Moreover, the recorder allowed researcher to hear
intonation, passion, pauses and laugh in the inflection through the analysis process
without risk of loss confidentiality.

Field notes

During the observation for collect data, the observer made field notes in addition to
the observation checklist. Field notes were a crucial part of the data collection gathering
information about the context which otherwise was not available. This data included an
account of events, how participants behaved, reacted, their comings and goings, physical
gestures, interactions and all other details and observations necessary for the action
research results. The observer was sensitive to the teacher style, for instance, the field
notes were made discreetly during the observation, at the beginning and at the end of
each observation event. The observer used key words about what was taking place in the
classroom, and after each session she transcribed expanding the notes into descriptive
data, including important details as possible according the research purpose.

6.4 Description of the research plan

Exploration

The exploration stage was very important to define the real problem in the
classroom, knowing the foreign class conditions and finding out the students’ knowledge.
Through this process, the researcher identified the need for change, she determined what
innovation and set of practice were likely to meet and move ahead with the
implementation process. Nonetheless, the exploration stage was not only to get more
insights into what was happening in the classroom, but also it had the purpose to get
information to take action to improve the reality in what students were learning English as
a foreign language.

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 When there was identified and defined the problem, the researcher looked to a
solution by creating a systematic plan to gather data of students’ participation in a variety
of activities to discover their reactions in the development stage and rich their potential.
The creation of the plan structure was based on engage the participants in an inquiry
project with enriched content, real tasks and the use of strategies interesting for students
in order to solve their problems.

The exploration was done on the last week of August of 2019 in the classroom of
the first year of high school. In this stage, the researcher has applied the observation
checklist before the application of the action plan to get real information dealing with the
language knowledge abilities faced and its caused during the teaching-learning process.
Also, the researcher got information from observation, pre-test and pre-questionnaire. The
pre-test measured the students’ vocabulary knowledge according the current syllabus. In
the same way, observation was used in conjunction with pre-questionnaire. It permitted to
study the process of education in naturalistic setting, providing more details and precise
evidence. The exploration through the observation was carried out to gather data and
analyze the results of specific behavior of the students in the setting, also the analysis of
multiple variables in the natural environment. It helped to determine the understand of
students’ work, managerial process, culture practice and the application of strategies. The
pre-questionnaire helped to gather information about the students’ opinion and perception
about their learning process.

The results of the exploration were beneficial to be familiar with the situation and
identify the initial issues very clear. Regarding these issues, the exploration included the
need to understand the students learning strategies, knowledge and their interest. After
that, the results were analyzed feeding into different dimensions in the teaching-learning
cycle to implement the strategy and solve the problem.

6.4.1 Planning
Activities done in this step were:

- Defining the strategy

- Designing the lesson plan
- Preparing teaching material
- Designing instruments of observation
- Preparing instruments of documentation
- Preparing instruments of evaluation

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 The action research was designed as a solution to the problem identified, for that
reason the researcher designed a lesson plan based on the concept of vocabulary
learning strategies. Also, it was based on the results of the previous knowledge of
participants had before the implementation of the vocabulary strategy. Through the
analysis of the results, the researcher corroborated the knowledge and perspectives to
design the plan. The subject of this action research was the first year of high school
because the researcher found some students’ difficulties in learning the foreign language.
.

Planning was as the first step concerning with teaching procedure design by the
researcher. There were many things that were carefully prepared and planned to conduct
the study, such as what she was going to do, the structure of the lesson plan, what
activities and material use, formulate the teaching strategies and stablish the students’
assessment. It provided directions to reach the expected goal into the classroom.

The task-based language learning was a learner-centered to language teaching

where learners participated as active agents who developed implicit and explicit foreign
language knowledge through task performance. Moreover, the strategy was centered on
develop learners’ communicative skills by engaging them in meaning focused
communication. Also, it was focused on meaning where tasks were seen as creators of
contexts for the natural use of language. The lesson plan was based on real world tasks,
where learners performed in real life. On the other hand, the plan was designed with the
task phases in which researcher took into a count the students’ needs and learning styles.
The first was pre-task which referred to a linguistic support of useful language for
performing the task. The activities that introduced the topic helped students to be familiar
and understand the theme based on their personal experience and authentic material.
Second, students in the main task, had a deeper understanding of the language and make
use of them. Finally, in the post-task students were exposed to language production and
reception. Students were engaged in real world activities that demanded speaking and
writing skills as well as understanding by listening and reading.

The researcher created and developed the lesson plan to guide the class
instructions before the teaching-learning process was conducted. This was nothing more
than a detailed description of the instructions for each individual lesson designed by the
researcher. The researcher paid attention to the curriculum and the appropriate
competences standards of the syllabus to design the lesson plan. It was practical,
operational and flexible to be implemented in the classroom.

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 According to Van Den Branden (2016) much of teachers’ role within task-based
language teaching consists of monitoring students’ task performance and tailor input,
feedback and support to learners’ needs functioning as an organizer who has to make
sure that the sequence of activities learners are engaged in is a logical and coherent one,
built up in such a way that learners are continuously exposed to meaningful challenges.

The lesson plan was designed based on some basic principles of task-based
learning. First, the lessons formed part of the regular teaching schedule and the teaching
contents were part of the school curriculum and teaching syllabus. Second, there was
used authentic and real tasks to provide real life context for meaningful communication.
Third, a variety of tasks were used to allow students to be exposure to the language in
different form and modes. Finally, a variety of classroom organization was made to give
students the opportunity to be independent and learn in a collaborative way.

The lesson plan consisted of:

1. Title of the activity
2. Learning objectives. - it means the learning outcomes for the lesson.
3. Contents. – it explains the topic learnt.
4. Communication skills. – It consists of the production skills students develop.
5. The management. – It describe the time of the lesson.
6. Teacher instructions. – It consists of a detailed description of the activities.
6.1 Pre-task
- Learning objectives
- Time
- Class grouping
- Teacher role
6.2 Main task
- Learning objectives
- Time
- Class grouping
- Teacher role
6.3 Post-task
- Learning objectives
- Time
- Class grouping
- Teacher role
6.4 Assessment. - It described kind of tests used in assessing students’ skills.

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 The researcher designed visual materials to help students learn and drill
vocabulary. There was used flash cards, pictures with games in order to increase
students’ motivation in a process of teaching and learning. The material of different games
was clear and colorful creating a meaningful communication. It was designed according
the students’ level, culture and needs to increase their interest and engagement in
learning.

Tests were one of the instruments to measure students’ ability. In this action
research, researcher prepared the test to know the students’ vocabulary knowledge and
the ability to communicate effectively using the English as a foreign language. Teacher
implemented the students’ test to know their knowledge before, during and after doing the
action by using vocabulary strategies incorporating games. The results aided to determine
whether the strategy applied in the research was successful or not. In this study, it could
be called successful if students achieve some upgrading from the pre-test until the second
one. According to the results, if the criteria was not achieved yet, the alternative action
would be done in the next cycle. However, if the criteria of the action research success
reacted, the next cycle could be stopped.

6.4.2 Implementing the plan

The researcher implemented the plan made previously realizing the importance of
the teachers’ role to guide students to develop the English knowledge using games as a
vocabulary strategy. The implementing of the plan had as a principal objective, increase
the students’ vocabulary knowledge, also increase their motivation, foster their creativity,
improve their participation and communication. These objectives are described in relation
to the game activities, vocabulary knowledge, communicative skills and contents which
were selected and organized around the task phases.

The plan was designed with support material used in the first course of high school
as well as an important reinforcement in the process. The material and activities were
used as support to the English textbook in order to improve speaking, listening, writing,
reading and vocabulary skills. The researcher used some popular games: “Simon says”,
“Match game”, “Bingo game”, “Guessing game”, “Spelling puzzle”, Crossword puzzle” and
others. The structure of the material was based on students’ likes, needs, expectations
and their learning styles according their context.

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 On the other side, the plan presented different activities to help students interact
with teacher and other people, so students used their creativity to do a variety of activities
using games. As well, the activities involved vocabulary tasks to understand and learn
cultural aspects. The game activities provided an extra share of interest, kept students
stimulated and entertained to learn while having fun. On the other hand, the teachers’ role
in each task-based language teaching-learning cycle consisted of monitoring students’
task performance, providing input, feedback and supporting to students’ needs building up
in such a way that students were exposed to meaningful challenges.

The tasks were focused on enabling the active participation of the students in a
more personalized type of fun learning. The activities were planned to follow the model of
the procedure proposed by Ellis (2006). First, the pre-task was carried out with a fun
introductory activity changing the mood of the students from the very beginning of the
class. The tasks had as an objective to help students become familiar with the topic,
included in academic text and how the information was presented using games as a
particular strategy. In this stage, the teacher provided clear and necessary instructions
about the task to active students’ learning abilities in order to prepare them for the next
cycle.

Once the students were familiar with the features, they had the opportunity to use
the language describing the lifestyles of today’s teenagers based on some vocabulary
learnt. The main activity was focused more on applying the students’ linguistic resources
in expressing their ideas and experience using a variety of communication strategy to
complete task successful. In this cycle, students participated individually and groups to
engage cooperative learning. Moreover, the teacher served as facilitator, monitoring each
activity performance and providing assistance when there was necessary. Having
completed the main task, teacher asked students to prepare a topic on language
production; writing and talking for the next meeting, and informed that the current
feedback will be given.

Students worked in pairs/groups in the post-task preparing a report based on

lifestyles and personalities types using the language forms learnt in the main task.
Teacher provide feedback about the report and ask students examine their work and edit
some mistakes that they notice. Also, teacher allowed students to notice new forms of
language and practice using them in various activities. Finally, students practice a
presentation and presented to the rest of the class. It engaged students in learning
essential knowledge and life-enhance skills providing them with opportunities to

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communicate and practice linguistic items. Also, it motivated to acquire skills for making
decisions on the production evidences of the process work to present what they learned.
The post-task cycle was helpful not only to provide students with deep content
understanding but also students’ mastery of essential skills which they need for life
success.

6.4.3 Observing

During the application of the new strategy to learn vocabulary, observing the
action was done to see whether the learning activities in class were in accordance with the
objectives of the project. Observation was important for subsequent reflection and action
according the cycle of the action research. It was carried out to document the effect of the
action which have been done by the researcher in the classroom. The process was done
carefully in order to find truth information about the students’ behavior and each action.
During this process, the researcher noted the frequency of specific types of reactions,
acts, activities reactions and events using a highly structure observation schedule. On the
other site, the observation was flexible and open to record unexpected actions which
occurred in the process. Besides the checklist observation to data collection, another way
to collect data was field notes which the researcher used to register what happen in the
classroom in detail during the implementation of the strategy so as to collect data for later
analysis. Finally, through observation the researcher was able to gain an understanding if
there was a change or not with regard the new strategy uses and development. It
supported with students’ perceptions and reactions toward the strategy language
development.

6.4.4 Reflecting

In this stage, the researcher reflected and analyzed whether the teaching-learning
process was done successful or not to reach the objectives of the lesson plan in the first
cycle. In order to reflect on the results, it was important that researcher answer the
question that emerged from the action research question; How did students develop
vocabulary building strategies incorporating games in teenagers with an intermediate-level
in an English as a Foreign language classroom? The reflection discussed was authentic, it
was discussed briefly as it related to the current process of assessment. The researcher
reflected on what students did, what they learnt and how was their reaction using the new
strategies to learn. The real reflection was based on research objectives achieved through
the process and the results of the instruments.

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In the same way, the researcher compiled all information and prepared a real reflection in
order to understand the effectiveness or ineffectiveness findings from this action research
study. The reflection and the analysis added to the gather data from the action research
plan and the other data gathered from the quantitative pre-test, middle test and post-test
as well as the data gathered from the questionnaires, surveys and observations. This
reflection took place during the third week of September when the results of the collection
methods were available. In this stage, researcher found out some significant problems in
the first cycle. After that, the researcher decided to finish the project or re-planning the
next cycle to overcome the problem.

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 7. RESULTS AND DISCUSSION

In this chapter of the research, the researcher described the results found in
relation to the research question in the teaching-learning process, especially in teaching
vocabulary implementing games as a strategy at the first course of high school. The
results cover the quantitative and qualitative data gathered from tests, questionnaires,
interview and checklist observation. On the other hand, the results will highlight the
reflecting and interpreting the findings what they mean associated with strategy
implementation.

This action research was conducted at “Presidente Tamayo” school, first year of
baccalaureate, which had nineteen students. The purpose of this project was to find out
the designing and implementation of strategies, incorporating games had improved the
students’ vocabulary knowledge. During the data collection, the researcher tested the
students’ knowledge before, during and after implemented the strategy.

7.1 Results of the Diagnosis

The diagnosis was carried out to gather specific information about students’
strengths and difficulties in vocabulary learning. It was used in conjunctions with other
information gathered from the students’ needs. The researcher used the outcomes of
abilities and knowledge to guide and support.

The first part of the data was collected from classroom observation prior to
coming the process of the action research. It was necessary to become familiarized with
the methodology used by the researcher, the procedure and the weakness of the group of
students. Consequently, during the preliminary observation period, the researcher
observed and took some notes of the manner in which the vocabulary was presented and
revised.

The researcher observed, there was a use of traditional teaching and learning
strategies. Most of the times, teacher asked students to open their English book and
translate the tasks using the dictionaries to complete the activities. Relating to the
vocabulary section in the units’ vocabulary in the book, they were not presented and
revised in careful way. Usually, students were asked to work in their homes as an extra
homework. Sometimes, the teacher read the vocabulary words out loud and students

64
repeat the pronunciation but they did the activity without interest to learn. Moreover,
students were challenged to complete different task of the English book with a poor
vocabulary knowledge and they did not complete the tasks. On the other hand, the
researcher observed that two or three students were participating actively who was the
stronger students; some others were just making noise or talking with the rest of the class.
Another important point was when teacher asked for homework, four students presented
and two of them were uncompleted. They felt demotivated to learn English and most of
them commented that English is a difficult and boring subject. This results demonstrated
that there was a lack of motivation and interest in the area of skills acquisition.

The diagnosis stage was useful in the process, it provided a quality control
measure assessing learners’ knowledge in vocabulary as the important tool to
communicate. The results of the test revealed a lower mastery level of vocabulary
knowledge and the other skills. This information helped to guide, design and implement of
responsive with a quality improvement intervention plan. Finally, the evidences of the
results qualitative and quantitative indicators were used as guide to support the monitoring
of progress.

7.2 Results of the Design of Strategies and Activities

Bellow, we present main structure and pedagogic criteria of the materials design.
The material includes didactic units / didactic sequences around different enabling and
communicative tasks that will prepare students to develop and accomplish a set of
learning objectives in which they will integrate grammatical, lexical, notion-functional and
sociocultural contents, as well as listening, reading, speaking, writing skills, with emphasis
on the development of vocabulary skills, in the academic context of the “Presidente
Tamayo” high school.

Activity 1 Title: Personality types and lifestyles

After completing this unit, students will be able:

1) To talk about preferences and lifestyles of teenager´s
today.
2) To identify common adjectives and suffixes.
Learning objectives
3) To describe interests and lifestyles.
4) To use clues in the context in order to improve reading
comprehension.
5) To associate words and expressions with particular context.

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 6) To express their ideas using new vocabulary.

Contents: Grammar contents: verb patterns, adverbs, suffixes, adjectives.

Vocabulary contents: vocabulary related to teen´s lifestyles,
personalities, adjectives.
Notion-functional contents: learning experiences
Sociocultural contents: Tech-habits, cultural literacy; attending
lectures, reading lectures.

Communicative Skills Ask for and give personal information

Describe teen´s lifestyles
Talk about personality types
Time Management Eight sessions

Teachers instructions (Detailed description of the activities

Pre-Task 1.

- As a warm up activity, teacher implements an activity called “Symon says”.

- Teacher presents some flash cards about personality types and lifestyles vocabulary.
- Teacher asks students to imagine the description of flashcards and give real
examples.
- Teacher uses matching cards and turn them face down on the board.
- Teachers asks students to form groups and take a turn to attempting to find the
match card.
- Teacher tells a story in order to explain the form of suffixes, adjectives, verb patterns
and adverbs.
- Teacher invites students to play bingo game and hand out sheets of paper to the
students with a list of words.
- As the teacher reads, students circle the words they hear, the first student who
complete is the winner.
Learning Objectives of the Activity:
- To engage in learning vocabulary using games as a strategy.
- To acquire new vocabulary.
- To identify the pronunciation of new words.
Time: 80 minutes.
Resources: flashcards, pencil, board, matching cards, sheets of paper (story and bingo
games)
Class grouping: Students work in groups to match the flashcards.
Teacher’s role: Give instructions

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Task 2.
- The teacher asks students to write a newly learnt words in the middle on the board.
- Teacher asks students to think of a word, which shares a letter with the word on the
board.
- Teacher invites students to think on today´s teenagers and describe their lifestyles.
- Teacher asks volunteers to write important words on the board.
- Teacher asks students to use the web in order to research about lifestyles of today´s
teenagers.
- Teacher asks students to work in groups to prepare a power-point presentation using
different vocabulary.
- Teacher asks students explain the work and discuss their ideas.
- Teacher presents some photos representing different personalities to focus student’s
attention.
- Teacher asks students express their ideas about the pictures.
- Teacher gives to students the description of the photos and ask them to underline all
adjectives, suffixes, adverbs, verb patterns they find.
- Teacher encourages students to come up with more examples.
- Teacher emphasizes on vocabulary pronunciation.
- Teacher asks students to complete a crossword puzzle to remember the vocabulary.

Learning Objectives of the Activity:

- To remember the new learnt vocabulary
- To improve collaborative working.
- To describe photos using different vocabulary.
Time: 80 minutes
Resources: board, markers, photos, computer, projector, sheets of paper (crossword
puzzle)
Class grouping: Students work in group to prepare a power-point presentation, to
discuss and describe some photos.

Teacher’s role: Give instructions

Post-task 3.

- The teacher asks students to make a circle and give each student a card with a
question on it.
- Teacher asks students go back around, soliciting information and return to the circle
to read a question and other person will answer it.
- Teacher invites students to complete a spelling puzzle, students spell the different
objects through reordering the letters.

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- Teacher asks students to work in groups and write about their lifestyles and
personality types using the vocabulary learnt.
- Teacher asks students to make a collage using their text.
- Teacher asks students to talk about their collage in the front of the class.
- Teacher gives the appropriate feedback.
Learning Objectives of the Activity:
- To use words in context
- To talk about lifestyles and personality types.
Time: 80 minutes
Resources: cards with questions, collages, pictures, pencil, markers, sheet of paper
(spelling puzzle)
Class grouping: Students work in groups to prepare a presentation.
Teacher’s role: Give instructions

ASSESSMENT: Students will assess with a formal test about the syllabus content.

The researcher established two primary goals for the design of strategies and
activities based on the research question; which were to: The first develop students’
vocabulary knowledge including with other skills and the second, to enhance students’
abilities by communicating effectively. The activities applied were new and interesting for
students who participated actively in the class. It helped to increase their involvement in
learning as well as their understanding on the importance of their learning. Moreover,
students improved their learning process by collaborative work between students in the
process for change. They were involved in learning activities different in the degree of
realism introduced into the classroom. In this point, the competitive structure, offered the
maximum amount of realism changing the learning environment more active and
interesting. The implementation of the strategy helped students to be more responsible
with their decisions in each competitive and collaborative activity.

The activities were designed based on vocabulary and other skills integration; it
was valuable to develop and apply vocabulary and principal skills connecting new to
existing knowledge and experiences having a positive attitude concerning the learning
effectiveness of the implementation of vocabulary strategy incorporating games. Game
activities were helpful for students to explore, engage in concepts development and
enhance their enthusiasm. Also, the strategy improved the students’ skills, enhance their
optimist and interest to learn toward learning difficulties, increase creative and conviction.
In terms of learning input, the strategy had a significant impact on students learning

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effectiveness and the interaction between them and teacher. In the same way, the
fundamental principles of the strategy and activities generate a high level of interest in
students to learn become actively involved in tasks.

The authentic materials played a fundamental role in the language classroom. The
input tasks using interesting material improved the language acquire and production in an
easy manner using the language in real life situations and had the assessment of task
performance in terms of outcome. Also, it involved learners in comprehending,
manipulating and interacting in the English language. The material was perceived as
appropriated and useful in all the sessions providing the opportunities to use the abilities
to express the ideas and opinions using the target language.

On the other hand, the activities in the pre-task based learning helped students to
understand the objectives of the task and the content giving a useful exposure to relevant
vocabulary, phrases, sentences and structures providing an interesting introduction to
generate students’ involvement. It encouraged to have an exploratory talk and confidence
building interaction between classmates and teacher in the target language. Additionally,
the activities provided students with background information serves as a mean of defining
the main task, this process helped to formulate the language needed to express the ideas
using new vocabulary in the real task. However, a problem was identified when teacher
implement the strategy, at the beginning of the process there was a misbehaving when
students were working in groups. In order to this, teacher supervised students’ work giving
them deadlines and make them understanding that they were enjoying the activities but
there were some formal aspects they had to fulfill. As a result, students maintained active
participation without misbehaving.

During-task phase, the activities and strategy performance students reached the
previously defined outcome of the task using the input data. Participants had a lot of
opportunities to interact in groups using the language simultaneously to achieve the goal
of the task. The positive reaction doing the activities increased motivation, self-steam
which helped to maximize their learning opportunities. To continue with the process, there
was the post-task in which students reported their own performance using their abilities to
communicate using English language in real situations. The activities in this stage,
developed better use of the strategy to figure out new vocabulary independently. As a
result of that, the strategy involved students in the active learning and offered multiple
exposures to different ways to learn.

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7.3. Results of the Action Research

This action research project aimed to analyze and develop vocabulary strategies in
an EFL classroom intermediate level in first course in Ecuadorian public school. This
preliminary analysis and diagnosis were followed by the design, implementation and
evaluation of a set of materials for developing vocabulary knowledge of learners. Bellow
we present a brief summary of the results of these stages of this specific action research,
starting by: a) the results of the diagnosis from the application of an exam and surveys, as
well as class observation, b) the results of the analysis of the students’ needs, c) the
strategies design to be latter implemented in the classroom, d) the results of the
implementation of those strategies, implemented in the classroom, e) the results of the
evaluation of the strategies implemented in the classroom :

7.3.1 Results of the Diagnosis

Results of the class observation. Table 1.
Observation Checklist

variable Yes No Sometimes

f % f % f %
The classroom atmosphere is alive. 0 0% 19 100% 0 0%
Ss participate active in the class. 2 11% 16 84% 1 5%
Ss look dynamic and motivated. 2 11% 17 89% 0 0%
Ss pay attention to the class. 2 11% 14 73% 3 16%
Ss enjoy the vocabulary strategies 3 16% 15 79% 1 5%
Ss look enthusiastic 1 5% 16 84% 2 11%
Ss use new words to express their
0 0% 18 95% 1 5%
ideas.
Ss are motivated to compete 2 11% 16 84% 1 5%
Passive students participate
0 0% 18 95% 1 5%
actively.
Ss work in cooperative learning. 4 21% 10 53% 5 26%
Ss produce the language correctly. 0 0% 17 89% 2 11%
Ss learn using a variety of tasks. 0 0% 19 100% 0 0%
Total 16 7% 195 85% 17 8%
Note: ss= students

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 Results gathered from the classroom observation at the beginning of the process
revels that 11% of students showed active participation in the class. However, the 84% of
students were passive participants during the learning activities. In the same way, there
was a 5% of students who participated sometimes. The results showed that the majority of
students were passive. From the observation results, we have witnessed that the role of
students in the classroom activities was very limited. Similarly, about 89% of students
showed inactive and demotivated and only the 11% of the students were dynamic and
motivated to participate and learn. Moreover, the majority of students of students had
problems to pay attention to the class, the 16% of students were paying attention in
different activities and 13% of students were paying attention to the class sometimes.
Most of students which represent 79% do not enjoy the vocabulary strategies and present
a lack of enthuses to learn. Referring to the use of new words learned to express the
students’ ideas the 95% do not use the new vocabulary. Moreover, the majority of
students are passive learners; they are not motivate to participate in each activity. The
47% of students work in a cooperative way but they cannot produce the language
correctly. Finally, the 100% of students do not use different activities to learn.

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The results of the Students’ test. Table 2.

Results of pre-test
Student’s Indicator of vocabulary Score
code Total/10
R U

Q. Q. Q. Q. Q. Q. Q. Q.
1/1 2/1 3/1 4/1 5/1 6/1 7/2 8/2
0PT01 0,50 1 0,50 1 0,50 0,50 0 0,50 4,50
0PT02 1 1 0,25 1 1 0,50 0,75 0,50 6,00
0PT03 0,50 0 0,50 0,25 0 0,25 0 0 1,50
0PT04 1 1 0,50 0 1 0 0,75 1 5,25
0PT05 0,50 0 1 1 0 0,25 0 1 3,75
0PT06 0,25 0,50 0 1 0,25 1 1 1,50 5,50
0PT07 0 1 0,50 1 0,50 0,25 1,25 1 5,50
0PT08 0,75 0,50 0 1 1 1 2 1 7,25
0PT09 0,50 1 0,25 1 0 1 0 0,25 4,00
0PT10 1 0 0 1 1 0,50 1 1 5,50
0PT11 0 2 0 0,25 1 0 0 0 3,25
0PT12 0 0,50 0,50 0,75 0 0,25 0,75 0,50 3,25
0PT13 1 0 0,50 1 1 0 1 1 5,50
0PT14 1 0,50 0,25 1 1 0,50 2 2 8,25
0PT15 0 1 1 1 0,50 0 1 0,75 5,25
0PT16 0 0 0 1 0,25 1 0,75 1,25 4,25
0PT17 0,50 0,50 0,25 1 1 2 0 0 5,25
0PT18 1 0,25 0,50 1 0,50 0,50 1,50 1 6,25
0PT19 1 0,50 0,25 0,50 1 0,25 0,75 0 4,25
Mean 0,55 0,59 0,36 0,83 0,61 0,51 0,76 0,75 4,96
Note: Q= question; R= remembering; U= understanding; questions are grouped
according to the cognitive process; PT = “Presidente Tamayo” N°. 1

The results demonstrated that most of the students of the class got scores less
than 6 points, it reveals that according to the data they have more difficulties in identify the
meaning of vocabulary that is demonstrated in the Q1 – Q3. In the same way, the data
also shows that students reached a score in use the vocabulary in context and remember
their synonyms that is showed in the Q5 – Q8. Also, there seems that two students had
previous knowledge especially in the use of vocabulary in context and identify them.
Leaning (2015) indicates that students in order to learn and improve vocabulary
knowledge, they should participate in different tasks with vocabulary games, specially
based on fun activities to help learners use new words in different contexts by making the
lessons entertaining.

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Level of vocabulary in the pre-test of students. Table 3.

Score Frequency Percentage

9 to 10 0 0%
7 to 8 2 11%
4 to 6 13 68%
≤ 4 4 21%
Total 19 100%

In table 04, we can see the scores of students obtained before the application of
the strategy. The 21% of students got scores less than 4 points, which means that four
students did not reach the required learning. The 68% of students got scores from 4 to 6,
this is, that thirteen students were about to reach the required learning. 11% got scores
from 7 to 8, which means that two students reached the required learning. However, 0% of
them got scores between 9 to 10, which means that nobody masters the required learning.
Burton (1982) argues that without vocabulary knowledge, it is impossible to use the
English language precisely. If learners have a many stock of words will be able to speak
fluency and accurately, comprehend some reading materials, understand others talking,
express their thought and write different kind of topics. However, if students have difficult
to recognize the meaning of the words used, they will be unable to communicate
effectively.

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Results of the students’ pre-questionnaire. Table 4.
Pre-questionnaire
Vocabulary items
a u s n
variable f % f % f % f %
Learn vocabulary is
5 26% 8 42% 3 16% 3 16%
important
Use different
strategies to learn 1 5% 2 11% 7 37% 9 47%
vocabulary
Use of new
0 0% 4 21% 5 26% 10 53%
strategies
Use of learned
1 5% 5 26% 4 21% 9 47%
words in real life.
Remember words in
English rather 2 11% 1 5% 5 26% 11 58%
Spanish
Use of new words in
0 0% 4 21% 7 37% 8 42%
communication skill
Game Strategy items sa a d sd
f % f % f % f %
variable
They are interested 3 16% 4 21% 7 37% 5 26%
in learning English
Get motivated easily 2 11% 3 16% 9 47% 5 26%
learning vocabulary
Games help to 4 21% 5 26% 8 42% 2 11%
develop skills
Confidence to 2 11% 5 26% 9 47% 3 16%
express ideas
through games
Feel confident to 0 0% 6 32% 8 42% 5 26%
participate
Remember 5 26% 4 21% 9 47% 1 5%
vocabulary easily
Learn vocabulary is 1 5% 2 11% 7 37% 9 47%
not a challenge
English teacher 4 21% 6 32% 7 37% 2 11%
strategies are helpful
Encourage 2 11% 5 26% 9 47% 3 16%
participation using
games
Use of games create 3 16% 7 37% 9 47% 0 0%
good environment
Total 36 69 113 86

Percentage 12% 23% 37% 28%

Note. a= always; u= usually; s= sometimes; n= never; sa= strongly agree;

a= agree; d= disagree; sd= strongly disagree.

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 The figure shows 42% of students considered that vocabulary is usually important,
In the same way, 26% of them affirm that learning vocabulary is important. In addition,
47% of the sample pointed out that they never use different strategies in their vocabulary
learning. 37% of learners selected that they sometimes use different strategies; only 5% of
the students learn vocabulary-making use of a variety of strategies. Additionally, 53% of
participants indicated that they never are involved in new strategies in the learning
vocabulary process, most of students learn with traditional strategies. On the other hand,
referring to the use of learned words in real situation, 47% of students never use them and
5% of them make use of new learned words in real life. Moreover, the figure shows 58%
of participants never remember the words in English. The 26% remember sometimes the
words in the foreign language. It means that students use their mother tongue more than
foreign language to remember easily the new vocabulary. Finally, the figure demonstrates
that just few students usually use new words to express their ideas. The most of students,
that represent 42% never use the vocabulary learned to communicate. Nunan (1991)
argued that vocabulary plays an important role in foreign language learning when
vocabulary is teach based on the objectives of the class and the students’ needs.
However, Ghazal (2007) mentions that their learning is one of the major challenges for
foreign language learners who face during the process. In addition, he states that one way
to alley the challenge is to assist students in becoming independent learners during the L2
vocabulary learning.

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 As it can be seen, 37% of students express disagree in their interest to learn
English and 26% strongly disagree. It can said that 63% were not interested to new words.
On the other hand, the majority of answers were totally negative in terms of students get
motivated easily to learn vocabulary, only 11% of students get motivated. It demonstrate
that the process of learning vocabulary is monotonous, for that students are demotivated.
In addition, 42% of students disagree on the statements of develop skills with the use of
games, 26% of them agree and 21% of students strongly agree with the statement. These
results reflect that students were not familiar with games and they did not have experience
playing them. Similarly, students disagree on confidence to express ideas through games;
only 11% of participants feel confident to communicate using games and 42% of them
disagree on the item. Moreover, the figure indicates the 47% disagree on remember the
vocabulary easily but 26% of students can remember the new words without problems.
Referring to learning vocabulary as a challenge, 47% of participants strongly agree and
35% express that learn vocabulary is a challenge. This result represent 84% of the
participants who express that learn vocabulary is really a challenge. According to the
helpful of teacher strategies item, 37% of students disagree that teacher strategies are
helpful for their learning and 32% of them agree. Finally, referring to the teacher
encourage participation and create a good environment using games, the majority of
students disagree on this point. It proves that students did not use games as a vocabulary
learning strategy. According Schunk (2013) the application of games as a strategy has
been observing to increase students’ motivation. Changing from traditional teacher-

76
centered to student-centered classroom, with the intention to become students attentive
and get a sense of interest to enjoy the learning environment.

7.3.2. Analysis of the Students needs

The findings of the research support the view that students greatly need to
increase their proficiency in foreign language. The students present a low level of
vocabulary knowledge, limited understanding the words in context and the identification of
the meaning of words, poor listening, low ability to speak were ranked highly by the
majority of students which was perceived a significant problem for them. The results show
that students need to use new strategies to learn, which allow learner centered classes. It
could provide students get involve in class activities and have the opportunity to solve
their language skill problems as well as get motivated to achieve their learning outcomes
that satisfy all the objectives of the learning process.

Considering the importance of vocabulary in learning foreign language. The results

show that students need to acquire knowledge of words in both productive and receptive
forms to have a good proficiency in language skills and use the vocabulary learned into
correct usage to communicate effectively. Moreover, students present several difficulties
to identify, understand and discriminate the meaning of words, so they need to get
involved in an effective process and conditions to learn in an easy way as an independent
learner according their context and learning styles. Also, it is necessary that students use
appropriate strategies to learn and get interest, acquire enough knowledge through explicit
and implicit learning and use the new vocabulary learned in real situations. Students need
to experiment and get experience using a variety of activities that enable them to acquire
the ability to perform a meaningful communication.

On the other hand, the results gathered show that students’ perceptions about
learning vocabulary is not good. The students’ confidence to communicate, motivation,
active participation, use of new words in real situation, use of different strategies to learn
is poor. For that reason, students required to learn in a communicative environment in
which they construct language master and feel confident to improve their fluency and
express their idea in the correct way. It is necessary that students use the language for
different purpose and functions, using different ways to express their opinions. In this way,
students can have an authentic communication with real communication context and
exchanging real information. Moreover, students need to participate in their learning
process as active agents through task performance not only developing some specific

77
skills but also engaging in a meaning focused communication. It is essential that students
make use a logical and coherent sequence of activities in which students have the
opportunity to practice linguistic items that support their needs.

According to the results, students need to keep active physically and mentally to
create a positive attitude interpersonal and group. It is important make a combination
between competition and cooperation, in this way, students support the ability to work
individual and enhance their social interaction skills working as a team. In this aspect, it is
necessary that students are involved in fun activities to improve their learning. Fun
activities create an authentic environment and promotes a highest level of motivation in
which students can explore and take alternatives solutions to accomplish their goals.
Students as active participants in their learning can be autonomy and get a control over
their learning.

Students need to get involved in a student-centered classroom using games as a

vocabulary learning strategy to shape a higher level of motivation and participate in a fun
relaxed atmosphere. It is important that students enjoy what they are doing, so students
need to have confidence, self-steam and social skills to solve their problems more
effectively. However, teacher play an important role in the effective acquisition of student
knowledge. For that, teacher need to provide meaningful strategies reflected in diverse
activities in order to improve the students’ skills and help them to have a different point of
view of foreign language learning. Moreover, teacher need to provide an appropriate input
with real activities and materials to help students have a significant learning.

7.3.3. General Description of the Strategies and Activities Designed

Vocabulary is considered as an important element in language learning, in fact this

action research was based on designing and implement vocabulary learning strategies in
a variety of combination with games and task based learning. Activities implementing
games were designed to encourage students to practice and develop the basic skills of
the foreign language using an infinitive of rage of individual and group work activities.

The games strategy consisted of work in a collaborative way with other members in the
group in the learning process and compete to learn and improve the students’ vocabulary
learning in an easily and effective way. Moreover, while playing students needed to use
the language and repeat important patterns to help develop and improve their skills.
Students were exposed to use the language with real world activities and perform action in

78
real situation with words, mime, use body movements and gestures to have fun and be
creative to communicate. In addition, the strategy was designed to make students adapt
sounds and rhythms to comprehend the foreign language. However, the strategy
comprised many factors such as clear, few and well explained rules, relaxation,
participation, motivation, challenge and entertainment, with the purpose to have an
amazing classroom atmosphere. On the other hand, the strategies and activities were
designed taking into a count the students’ needs, intellectual abilities, their prior
knowledge, level, and their age to discover what good students learn vocabulary
incorporating games.

The researcher designed a task-based language learning focused on learner-

centered and development of implicit and explicit foreign language learning through task
performance. It was based on real tasks to engage students in meaningful
communication. In addition, the activities were planned with the task-phases taking into a
count students’ needs and learning styles. The pre-task was designed with activities to
introduce the topic and help students to be familiar with the theme. The main task was
based on a deeper understanding of theme and make use of the language to
communicate. In the post- task phase students were exposed to language production.
Finally, the researcher designed the activities and materials to provide an appropriate
input and increase the students’ interest to have a different viewpoint of foreign language
learning.

7.3.4. Results of the Evaluation of the strategies and activities implemented in the
classroom

Results of the observation. Table 5.

Observation Checklist

variable Yes No Sometimes

f % f % f %
The classroom atmosphere is alive. 19 100% 0 0% 0 0%
Ss participate active in the class. 19 100% 0 0% 0 0%
Ss look dynamic and motivated. 18 95% 0 0% 1 0,5%
Ss pay attention to the class. 18 95% 0 0% 1 0,5%
Ss enjoy the vocabulary strategies 17 89% 0 0% 2 11%
Ss look enthusiastic with game 19 100% 0 0% 0 0%
activities.
Ss use new words to express their 16 84% 1 0,5% 2 11%
ideas.

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Ss are motivated to compete 18 95% 0 0% 1 0,5%
Passive students participate actively. 18 95% 0 0% 1 0,5%
Ss work in cooperative learning. 17 89% 0 0% 2 11%
Ss could produce the language more 18 95% 0 0% 1 0,5%
correctly.
Ss learn using a variety of tasks. 19 100% 0 0% 0 0%
Total 214 94% 2 1% 11 5%

The data presented in the table 5 revealed that classroom atmosphere is alive and
students’ participation in the classroom was improved and the progress was very good.
Similarly, students looked enthusiastic and motivation, it improved from 11% to 100%.
Moreover, it showed that almost of students paid attention to the class during the entire
intervention plan and students’ enjoyment of vocabulary learning strategies was totally
improved. In the same way, the motivation of students to compete improved from 11% to
95%. The passive learners were participating actively in the classroom, the table shows a
successful improvement from 0% to 95%. Students were very convinced cooperative
learning and show more production of the language in a correct way, it have improved.
Also, 100% of students used a varied of tasks. Rixon (1979) affirms that games are the
heart of foreign language because the use of them in all lesson motivate learners to
promote communication competence and improve their skills.

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The results of the middle test Table 6.

Results of middle-test
Student’s Indicator of vocabulary Score
code R U Total/10
Q. Q. Q. Q. Q. Q. Q. Q.
1/1 2/1 3/1 4/1 5/1 6/1 7/2 8/2
0PT01 0,50 1 1 0,50 1 0,25 1 1,25 6,50
0PT02 1 1 0,50 1 1 1 2 1 8,50
0PT03 1 0,75 1 1 0,75 1 0,50 1 7,00
0PT04 0,50 1 0,75 1 0,75 1 1 0,50 6,50
0PT05 1 1 1 1 1 1 1 1 8,00
0PT06 1 1 0,50 1 0 1 1 2 7,50
0PT07 1 1 0,50 1 1 0 1 1 6,50
0PT08 1 1 1 1 1 1 1 1,50 8,50
0PT09 0,25 1 1 1 1 1 2 0 7,25
0PT10 0,50 0 0,50 1 1 1 0 1,50 5,50
0PT11 1 1 0 1 1 0,50 0,50 1 6,00
0PT12 1 0,50 1 1 0,50 1 1 2 8,00
0PT13 1 1 1 1 1 0 1 1 7,00
0PT14 1 1 1 1 1 1 1 2 9,00
0PT15 1 1 1 1 0,25 1 1 1,75 8,00
0PT16 0,75 0 1 1 1 1 1 1 6,75
0PT17 0,50 0,50 1 1 1 1 1 1 7,00
0PT18 1 1 1 1 1 1 2 1 9,00
0PT19 1 1 0 1 1 1 1 1 7,00
Mean 0,84 0,83 0,78 0,97 0,86 0,83 1,05 1,18 7,34
Note: Q= question; R= remembering; U= understanding; questions are grouped
according to the cognitive process; PT = “Presidente Tamayo” N°. 1

The results presented in the table 6 demonstrate better scores than the pre-test,
most of the students got scores more than 7 points, it reveals that students improve the
ability to identify the meaning of vocabulary in the Q1 – Q3. In addition, the data shows
that students reached a good score in use the vocabulary and remember their synonyms
as show the Q5 – Q5. However, learners need to improve the use of vocabulary in context
and improve their listening skill in the Q7 – Q8. Dickmson (1987) argues that learners can
acquire or improve their vocabulary in an easy way through games. Also, he affirms that
games as a vocabulary strategy is useful to get involved on different tasks to satisfy
learners with the vocabulary activities in high level as well.

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Level of vocabulary in the middle-test of students. Table 7.

Score Frequency Percentage

9 to 10 2 10%
7 to 8 11 58%
4 to 6 6 32%
≤ 4 0 0%
Total 19 100%

The table 7 reveals the progress of the scores obtained during the process of
implementing vocabulary strategies. No one student of student got scores less than 4
points, which means that four students had a significant progress in their learning. The
scores between 4 and 6 decreased from 68% in the pre-test to 32%. However, 10% of
students got scores between 9 to 10, which means they masters the required learning.
Similarly, Thornbury (2002) affirms that learning vocabulary needs an effective process
and condition to acquire vocabulary. These conditions acquired could help students to
learn vocabulary in an easy way based on vocabulary strategies incorporating games.

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The results of the post-test Table 8.

Results of post-test
Indicator of vocabulary
Student’s R U Score
code Q. Q. Q. Q. Q. Q. Q. Q. Total/10
1/1 2/1 3/1 4/1 5/1 6/1 7/2 8/2
0PT01 1 1 1 1 1 1 2 1,25 9,25
0PT02 1 1 1 1 1 1 2 2 10,00
0PT03 1 0,75 1 1 0,75 1 1 2 8,50
0PT04 1 1 1 1 1 1 2 1 9,00
0PT05 1 1 1 1 1 1 1,50 2 9,50
0PT06 1 1 0,50 1 0,50 1 2 2 9,00
0PT07 1 1 0,50 1 1 0,50 2 1 8,00
0PT08 1 1 1 1 1 1 2 2 10,00
0PT09 0,25 1 1 1 1 1 2 1,75 9,00
0PT10 1 0,25 0,50 1 1 1 1,50 1,50 7,75
0PT11 1 1 1 1 1 0,50 0,50 2 8,00
0PT12 1 0,75 1 1 0,50 1 2 2 9,25
0PT13 1 1 1 1 1 0,75 1 2 8,75
0PT14 1 1 1 1 1 1 2 2 10,00
0PT15 1 1 1 1 0,75 1 2 1,75 9,50
0PT16 0,75 0,75 1 1 1 1 2 1,25 8,75
0PT17 0,50 1 1 1 1 1 2 2 9,50
0PT18 1 1 1 1 1 1 2 2 10,00
0PT19 1 1 0,25 1 1 1 1 2 8,25
Mean 0,92 0,92 0,88 1,00 0,92 0,93 1,71 1,76 9,05
Note: Q= question; R= remembering; U= understanding; questions are
grouped according to the cognitive process; PT = “Presidente Tamayo” N°. 1

The table 6 demonstrates the performance level of 19 students in the post-test

after the intervention plan. The results show that most of the students got required scores
according to the English curriculum. It reveals the achieved of the learners and teacher
goals in the process of teaching and learning a foreign language. However, there are
some difficult in identify and use the vocabulary which impeded all students get perfect
scores. Martin and Chu (2008) states that games are effective tools for learning specially
vocabulary. Those fun activities promote learning, critical thinking, interaction and problem
solutions strategies, offering learners an authentic environment in which they can explore
and take alternative solutions to accomplish their goals.

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Level of vocabulary in the post-test. Table 9.

Score Frequency Percentage

9 to 10 12 63%
7 to 8 7 37%
4 to 6 0 0%
≤ 4 0 0%
Total 19 100%

From the data above, the students’ abilities assessed we can see the mean
obtained after the design and implement vocabulary strategies, the mean gathered is 9,
05/10. The majority of the students got scores from 9 to 10, which means that students
master the required learning. In the same way, 37% of students obtained a score from 7 to
8. It shows that students reaches the required knowledge.

COMPARING TEST RESULTS

Pre, middle and post-test data. Table 9.

Score Pre-test Middle-test Post-test

F. P. F. P. F. P.
9 to 10 0 0% 2 10% 12 63%
7 to 8 2 11% 11 58% 7 37%
4 to 6 13 68% 6 32% 0 0%
≤ 4 4 21% 0 0% 0 0%
Mean 4,96 7,34 9,05

84
 The table 9 was used to demonstrate the vocabulary level of 19 students based on
scores gathered from pre-test, middle test and post-test. As the data shows that there was
a significant difference between the performance of the three tests. Students performed
better in the middle test than the pre-test. In the same way, the scores of students in the
post-test after the implementation of the vocabulary strategies was found higher than the
pre-test and middle test. It implied that the maximum number of learners in post-test
scored from 9 to 10. Moreover, it is claimed that most of students got insufficient scores in
the pre-test, no one student master the required learning, whereas in the post-test the
scores were above 7 points. It is deduced that after design and implementing vocabulary
learning strategies incorporating games the students’ skills improved significantly.

85
Results of the post-questionnaire. Table 10.

Post-questionnaire
Vocabulary items
a u s n
variable f % F % f % f %
vocabulary is
14 73% 3 16% 2 11% 0 0%
important
Use different
strategies to learn 19 100% 0 0% 0 0% 0 0%
vocabulary
Use of new strategies 19 100% 0 0% 0 0% 0 0%
Use of learned words
17 89% 2 11% 0 0% 0 0%
in real life.
Remember words in
English rather 16 84% 3 16% 0 0% 0 0%
Spanish
Use of new words in
18 95% 0 0% 1 5% 0 0%
communication skill
Game Strategy items sa a d sd

variable f % F % f % f %

Interested in learning 17 89% 2 11% 0 0% 0 0%

English
Get motivated easily 19 100% 0 0% 0 0% 0 0%
learning vocabulary
Games help to 17 89% 2 11% 0 0% 0 0%
develop skills
Confidence to 16 84% 3 16% 0 0% 0 0%
express ideas through
games
Feel confident to 19 100% 0 0% 0 0% 0 0%
participate
Remember 17 89% 2 11% 0 0% 0 0%
vocabulary easily
Learn vocabulary is 15 79% 4 21% 0 0% 0 0%
not a challenge
English teacher 19 100% 0 0% 0 0% 0 0%
strategies are helpful
Encourage 18 95% 1 5% 0 0% 0 0%
participation using
games
Use of games create 19 100% 0 0% 0 0% 0 0%
good environment
Total 279 22 3 0
Percentage 92 7% 1% 0
% %
Note. a= always; u= usually; s= sometimes; n= never; sa= strongly agree;
a= agree; d= disagree; sd= strongly disagree.

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 The figure shows that the perception of students about the importance of
vocabulary in their learning change considerably from 42% in the pre questionnaire to
89% of agreement, only 11% of students affirm learning vocabulary is not important for
them because depend of some factors. However, 19 students who represent the 100%
pointed out that they make use of different and new strategies in their vocabulary learning.
Referring to the use of learned words in real situation, most of students make use of new
learned words in real life. Also, the figure shows that 84% of students remember the
words in English and 16% of them remember sometimes the words in the foreign
language. Finally, the figure demonstrates that most of students, that represent 95% use
the new vocabulary learned to communicate.

The table demonstrate that the perspective changes considerable after the
implementation of the strategy. In this way, 89% of student got interest to learn the foreign
language. On the other hand, 100% of the students answers that the strategy motivated
easily to learn vocabulary. It reveals that the goals of action research are achieved. In
addition, 84% of students were strongly agree on the statements of develop skills with the
use of games. Moreover, the intervention plan was useful to increase the 100% of
students’ confidence to express their ideas. Similarly, the results indicate the 89% strongly
agree and 11% of students agree that they can remember the new words without
problems. Referring to learning vocabulary as a challenge, students considered that
vocabulary is not a challenge when they have interest to learn. According to the helpful of

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teacher strategies, the useful of games to create a good environment and encourage
participation all students are strongly agree on this point.

7.3.5. Results of the student interview

There was conducted an interview after the action process to find out the
students’ perceptions toward the implementation of vocabulary learning strategies
incorporating games.
Questions of the interview:
1. How does teacher teach new vocabulary?
2. How well the intervention plan met your expectations.
3. How much do you think you have learned during this lesson?
4. When the teacher uses games to teach, were you interested in the topic?
5. When you participate and speak in from of audience, how did you feel?
6. When teacher work with games, did you feel more motivated to learn. Why?
7. When do you practice the skills feel confidence?
8. Do you think that your English knowledge improved?

The results of the interview confirmed the results obtained from the
questionnaires and the classroom observation. According to the students’ responses they
affirm that teacher use different strategies and a variety of activities to teach in an efficient
way. As a result, it helps them to be highly aware about the importance of vocabulary and
the interest to learn. According the question number 2, students expressed that the
intervention was the best experiences that they got. Also, most of students’responses are

88
in concordance when they participated in each activity had all positive benefits. It met their
expectations because when the strategies get involved emotionally and give them a
positive vision of the EFL.

According to the question 3, four from 5 students mentioned that games helped
to improve their communication using the necessary academic vocabulary. They affirm
that the strategy is the best way to teach foreign students because they had good results
changing the traditional ways to learn vocabulary. In the same way, the total of
participants mentioned that strategy not only had a great effect on learners’ vocabulary
improvement, but also was useful to increase motivation, interest and self-confidence. All
of the participants had a positive attitude to vocabulary strategies incorporating games.
One student express that she got interested on the topic because it created a good
classroom atmosphere. Moreover, students affirmed that they felt more confidence to talk
in front of the class because they were familiar with games and they acquired good
experiences in the pair and group discussions.

Four students revealed that using different vocabulary strategies in the

classroom was a radical change from what they were used to do. This change had
positive effects, it encouraged students to pay more attention to their learning process and
make more of an effort. In addition, students affirmed that games had positive effects to
increase their motivation making the learning process more fun and interesting and take
more responsibility for their learning for their education. Finally, students suggested to all
teacher of the school use this kind of activities and materials to encourage their learning
from doing a certain task. Also, they reveal the importance of variation in the process of
teaching strategies, students affirmed in this point they found good the intervention. It
innovated the classroom teaching and learning in a more efficient.

The research was carried out with first year students at “President Tamayo
“school. According to the observation results, designing and implementing vocabulary
strategies is a process whereby students actively engage in class activities and the
improvement of language skills. However, before the intervention of the action, students
were not participating actively, the classroom atmosphere was not alive, there was a lack
of motivation to learn and insufficient attention to the English class. There were some
reasons such as lack of innovative strategies, shyness, and other language barriers. To
solve the problem there was implemented new and different vocabulary strategies. As a
result, after implementing the strategies, the results demonstrated that students resolve
their learning problems, the strategy encouraged participation providing a good classroom

89
atmosphere which encouraged students learn and solve negative attitudes and score
problems. Students get motivated to improve their misbehavior in order to pay attention to
the class and improve their skills enjoying activities with games. This results is in line with
Goehle (2013) who states that games as a vocabulary strategy create good environments
and promote some benefits such as create a positive attitude, make the learning process
more enjoyable.

On the other hand, the level of the students vocabulary of first course of high
school was very low at the beginning of the action research process, that is before
implementing the vocabulary strategies incorporating games , most of the students got
score less than 6 points in the pre-test. It indicated a poor vocabulary knowledge
according to the National Curriculum of Ecuador. However, after the intervention plan of
the action research, it showed that there exist a statistical differences in the level of
vocabulary comparing the pre-test (mean of 4,96) and post-test (mean of 9,05). It show
the difference of 4, 09 points, as a result the use of vocabulary strategy was productive, it
has increased significantly the level of vocabulary of the students. The researcher verified
that students communicative skills by using games was improved successful. It is clear
that students repaired their weakness during the research process specially students who
had low English level. They demonstrate in the post-test their ability to apply knowledge,
recognizing vocabulary words in different ways and understanding it in context.

The effectiveness of the strategy is also shown from the differences of students’
perceptions between pre and post- questionnaires. According to this, the results as well as
the tests and observations. It is obvious that students had made a lot of progress at
various degrees in their skills and subskills. The results shows that students presented
significant problem before the intervention, but during and after the research process
students have increased a lot in terms of get interest in learning, use the new words to
communicate, feel motivated, provide a goo environment. The researcher greatly
appreciate the implementation of strategies to learn vocabulary through games, without
the impact of the strategy, it could be impossible for students to have made such progress
and teacher achieve the teaching goals in such a short time. Some significant findings
have been found the improvement of communicative abilities in English language learning.
One important factor was the careful selection of appropriate activities and learning
materials which plays a vital role in supporting students’ English language learning. The
data gathered indicates clearly that the strategy incorporating games allowed students to
motivate and enjoy themselves.

90
 The observation checklist was another instrument used. It was helpful to know the
perception and see the progress of students during the process. Students in the first class
were nervous and shied, did not feel confidence. However, in the second and all the
intervention they were willing to play games with activities learning into a cooperative way
in different activities. This reveals that the students enjoy the opportunity to learn playing
games. The strategy provided an active and good environment in the classroom. As a
result, students developed the capacity for interaction and talk making use of creative
language resources, and the capacity for playing and fun as well as enhancing their
motivation to learn.

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 8. CONCLUSIONS

This research project revolved around the following research question: What does
the impact of designing and implementing vocabulary strategies incorporating games with
teenagers intermediate-level in an EFL classroom in the Equatorial public high-school
“Presidente Tamayo”? Departing from this question we have proposed in this final project
to gather information to address the research question, this information was gathered in
order to gauge the perception of the proposed research problem and reflect on the
research beliefs to gain a better understand of the context of the research problem. The
researcher decided to focus her attention on students’ improvement of vocabulary
knowledge through designing and implementing vocabulary strategies incorporating
games in the EFL classroom.

The research reviewed and collect the related literature, it was formal information
obtained from professional books, journals, websites, teacher source manuals, school
documents. It was done in order to make informed decisions about the research focus and
plan. The researcher identified and reviewed research studies on the topic about the
specific variable; vocabulary, games, communicative competence, task-based learning to
develop an appropriate research design and select legitimate instruments for collecting
data and have the opportunity to connect existing theory and research to the class
practice. As a researcher, I decided to gather data from students, the participants involve
in the action process were 19 students integrated by girls and boys. Moreover, there was
used qualitative and quantitative mixed methods in nature such as checklist observation,
tests, questionnaires and interview. The research took the decision of various elements of
research design and data collection was determined before implemented the study.

In the results chapter, there was a data collecting. It was carried out observation,
tests, questionnaires and interview. The checklist observation was used to obtain more
data before and during the research process as much is possible of what is observed. The
researcher used a structure observation to obtain very interesting insights through this
tool. Another important data source was a pre and post questionnaire completed by
students with closed questions. Questionnaires were designed by considering the need
and importance of the present research in order to gain better results of EFL learners’
beliefs about the use of vocabulary strategies to improve their skills. Also, tests were used
to collect data about the students’ vocabulary knowledge. There were three tests in the
study; pre-test, middle test and post-test which were conducted at the beginning, in the

92
middle and at the end of the sessions. The interview was data collection source, it allowed
to ask students questions in order to achieve a deeper understanding of the issues of the
interviews’ perspective. The researcher considered appropriate to integrate multiple
sources to stablish their quality and accuracy.

The research made a deeper analysis of the data which began during the data
collection, continued throughout the remainder of the process and it was completed
following data collection. The quantitative data was analyzed an inductive process and the
quantitative data was analyzed through the use of a descriptive statistics. Once the data
was analyzed and the results interpreted, the researcher developed and action research
to solve the problem identified. The lesson plan was designed base on the results of the
previous knowledge of participants had before the implementation of the plan on the
concept of vocabulary learning strategies. The researcher took into a count some aspects
that were carefully prepared and planned to conduct the study, such as the structure of
the lesson plan, activities and material use, formulate the teaching strategies and stablish
the students’ assessment. Moreover, the lesson plan was designed based on some basic
principles of task-based learning. The lesson formed part of the regular teaching schedule
and the teaching contents were part of the school curriculum and teaching syllabus. There
was used authentic and real tasks to provide real life context for meaningful
communication. Also, there was a variety of tasks to allow students to be exposure to the
language in different forms providing them the opportunity to be independent and learn in
a collaborative way.

The researcher implemented the plan made previously realizing the importance of
guide students to develop the English knowledge using games as a vocabulary strategy.
The implementing of the plan was done with the purpose to solve the problem of students’
vocabulary knowledge and increase the students’ motivation, foster their creativity,
improve their participation and communication. The material used in the plan was based
on students’ likes, needs, expectations and their learning styles according their context. In
addition, the activities were planned to follow the model of the procedure proposed by
Ellis (2006). First, the pre-task introduced the activity changing the mood of the students
and helped them be familiar with the topic. In this stage, students had necessary
instructions about the task in order to prepare them for the next cycle. The main activity
was focused on applying the students’ linguistic resources to complete task successful in
preparing a topic on language production. The post task engaged students in learning
essential knowledge and life-enhance skills providing them with opportunities to
communicate and practice linguistic items. The post-task cycle was helpful not only to

93
provide students with deep content understanding but also students’ mastery of essential
skills which they need for life success.

During the implementation of the action plan, it was monitored to observing if

learning activities in class were in accordance with the objectives of the project. The
process was done carefully in order to find truth information about the students’ progress
and each effect of the action done by the researcher in the classroom. Researcher noted
the frequency of specific types of reactions, acts, activities reactions and events with a
flexible and open observation to record unexpected actions which occurred in the process.
Finally, through observation the researcher was able to gain an understanding if there was
a change or not with regard the new strategy uses and development. It supported with
students’ perceptions and reactions toward the strategy language development.

Researcher was engaged in as systematic reflection to know the effectiveness of

teaching-learning process according to the objectives of the lesson plan and the students’
needs. In order to reflect on the results, it was important that researcher answer the
question that emerged from the action research question; What does the impact of
designing and implementing vocabulary strategies incorporating games with teenagers
intermediate-level in an EFL classroom in the Equatorial public high-school “Presidente
Tamayo”? Also, there was a reflection about how well did the process work?, The data
collected was the most appropriate in order to answer the research question? The
reflection discussed was authentic; it was discussed briefly as it related to the current
process of assessment and the research objectives achieved through the process.
Through the reflection was determined the effectiveness of the project.

It is important to highlight that this project constitutes a contribution to the field of

course design for TEFL because it could empower and inspire teachers to experiment and
apply the most relevant and innovative strategy. There are potential contributions of action
research for teachers of English as a Foreign Language. The project provides an
important contribution providing an alternative teaching strategy to change the perception
of the role as teachers. It could be useful for English teachers as a foreign language to
reflect on their practice, explore and investigate classroom and school environment
problems to change or improve the traditional teaching learning strategies. Moreover, the
project facilitates change the teachers’ perception about different classroom context and
learn to cope with challenge, it contributes to the improvement of teaching professional.

94
 The project will be useful to inspire teachers to innovate designing and
implementing vocabulary strategies to resolve students’ vocabulary and communication
problems and students’ low motivation level during the teaching learning process. This
allow teacher to see find results of the best strategies to teach in a good quality. On the
other side, the Ecuadorian students’ English language status is very law and teachers
every day are facing with this kind of problem. This present research could be an
alternative to alleviate the problem and meet the needs of the educational community.
Also, it could contribute to the teacher professional knowledge and get experiences to
understand in an effective way to improve educational practice and resolve potential
problems in the classroom modifying the teaching process in ways which let them respond
adequately to their students’ needs. The most import aspect, this project will helpful for
learners to improve their skills, cooperative learning and problem solving toward learning
the second language through games.

The implementing of vocabulary strategies contributes learners from different

context not only learn words but also understand them in context and communicate their
ideas in an effective way. Moreover, the positive results could contribute as a positive
influence on foster an openness towards new ideas to have an effective practice as
teachers, raising their conscientious on what as teacher is doing and how to go about it.
In this way, teachers could motivate us to observe and research another strategy to teach
vocabulary and motivate students in an innovative way. Additionally, the positive results
gathered could provide the option to be adapted in the syllabus to teach and learn in a
flexible and communicative way.

In future research projects, this Project could be taken further by English teachers
as a foreign language to disseminate some aspects of games as context to design and
implement learning strategies. There are many ideas for father research to explore the
effects of some aspects activities in communicative strategies are yet not be explored.
The results of the action research showed effectively the vocabulary strategies to the
students’ context. However, previous action research could compare the impact of
strategies incorporating games between English as a foreign language environment and
implementing in second language environment, also formal and informal environment
could be compared. Another important point is the impact of digital tool in vocabulary
learning. Finally, research could use the project to examine the different types of game in
order to find out which are the most appropriated and effective according to the students’
context.

95
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 10. APPENDIX.
Appendix 1.1 – Test

ENGLISH LANGUAGE TEST

SUBJECT: ENGLISH SCORE:

STUDENT’S NAME: DATE:
COURSE: PARALLEL: “ ”

SKILL: VOCABULARY, select the words with the appropriate description. Total 6,00
points. (1,00 c/u).

1. Identify the right description of vocabulary.

( ) Empower 1. A set of computer connected each other
( ) Network 2. People with the same occupation

( ) Hacking 3. To give people control over a situation

( ) Colleagues 4. To get unauthorized access to

manipulate information.

2. Select the correct adjectives for each picture.

a. Spiritualist a. Artistic
b. Brainy b. Adventurous
c.

a. Eco-friendly a. Spiritual
b. Brainy b. artistic

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3. Match the verbs with their complements.

1. Tried 2. met 3. seen

_____ a new people

_____ a good movie

_____ a new dish

4. Match the pictures with their meaning.

1. Happy 2. sad 3. love 4. angry 5. tired

5. Find the synonyms for each word.

a. Prosperity ____ health

b. Greed ____ avarice
c. Look ____ success
d. Fitness ____ appearance

6. Guess each situation to match with a picture.

a. It’s cold c. I’m really tired

b. I’m too young d. I’m always late

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SKILL: Reading; Understand the text and use the words in context. Total 2 points
(0, 50 c/u).

a. Carefully b. strangely c. mysteriously d. unfortunately

Tina picked it up and examined it ______. It was a ring, it _____ has her initials on it.

_____ When she was crossing the bridge she lost the ring. But, _____ when she was

looking for her slippers under the bed, she found the ring again.

1. SKILL: LISTENING, listen and make a circle the words that you hear. (Total
2 points).

learn explain mind recommend enjoy wait

hate defend hurry fear prove care

dispute remember wish choose seem admit

omit come allow discuss risk keep

recollect advise elect decide refuse pay

venture grow report elect beg agree

hope swear ask offer claim chance

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Appendix 1.2 – Observation

OBSERVATION SHEET
Observer: Date: Lesson:

AT THE BEGINNING Yes No Sometimes

1. The classroom atmosphere is alive.

2. They have an active participation in the class.

3. Students look dynamic and motivated.

4. Students pay attention to the class.

DURING THE PROCESS

1. Students have an active participation and enjoy it.

2. Students look enthusiastic using activities involved with

games.
3. Students use newly learned words to express their
ideas.
4. There are motivated to compete related to their
participation.
5. Passive students participate actively.

6. Students work in cooperative learning.

7. Students could produce the language more correctly.

8. Students learn using a variety of tasks.

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 Appendix 1.3 - Interview questions

INTERVIEW
Dear student I request your cooperation by answering the following questions to help
me carry out my research work on: Designing and implementing vocabulary strategies
incorporating games in an EFL classroom.

9. How does teacher teach new vocabulary?

10. How well the intervention plan met your expectations.
11. How much do you think you have learned during this lessons?
12. When the teacher uses games to teach, were you interested in the topic?
13. When you participate and speak in from of audience, how did you feel?
14. When teacher work with games, did you feel more motivated to learn? Why?
15. When you practice the skills feel confidence?
16. Do you think that your English knowledge improved?

Thanks for your collaboration

Appendix 1.4 - Questionnaire

- Are you male or female?

a. Male
b. Female
Sometimes
Usually
Always

Vocabulary items
Never

1 2 3 5

1. Do you think that learn vocabulary is important?

2. Do you use different strategies to learn vocabulary?

3. How often do you use new words to express your ideas?

4. Do you use traditional strategies to learn vocabulary?

5. Do you use newly learned words in real situations?

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 6. Do you remember the description of the words in English
explanation rather in your native language?

7. Do you use the newly learned words in communicative skill?

Strongly disagree
Strongly agree

STRATEGY ITEMS
Disagree
Agree

1 2 3 4

1. You are learning English because you are interested in.

2. You get bored easily when you are learning vocabulary.

3. It is easily to develop skills and learn vocabulary using games.

4. You enjoy practice vocabulary activities with games.

5. You feel confidence to express your ideas using games.

6. You are shy to participate in the front of the class.

7. You try to remember words and expression easily when you use
games.

8. Learn vocabulary is not a difficult challenge through games.

9. The English teacher strategies are helpful for your learning.

10. Teacher encourages active participation in class activities when

use games.

11. Teacher uses games to create a good environment.

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