THIS IS WHY WE PLAY: AN… 1

Introduction:
Everybody loves playing whether they are young or old. From early childhood playing is
an enormous part of most student’s lives and it plays a big part of their development as well.
Children start playing as early as infancy but as they develop throughout and as they grow up and
mature the nature of their play changes. English is one of the widest and the most used language in
many countries in the world. When playing most games participants are almost forced into
communicating with each other in order for the game to work. The need for communication during
games, and the informal setting games provide encourages students to be unafraid to talk, which
practices their fluency, a valuable communication skill. Games help achieve these goals as they
help satisfy the requirement of the national curriculum that language learning should be enjoyable
for students (Aðalnámsskrá Grunnskóla. Erlend mál.2007. p.6).

According to Wang (2005) there are many advantages integrating technology in classrooms
especially for students. To be able to improve their language skills, like writing, reading, listening
and speaking, English language learners use computers, software programs to check their work and
correct themselves, improve their language skills; use Internet, e-mails to search information, join
in threats, publish their work, read technology texts, communicate each other even worldwide. He
also says that, “Technology integration in foreign language teaching demonstrates the shift in
educational paradigms from a behavioral to a constructivist learning approach”, This supports the
researcher’s idea that technologies may help enhancing ones English skills and help the students
be confident and fluent in English speaking with the help of technologies and some entertaining
games.

The goal of this study is to proclaim that can highlight games as a teaching tool that
enhances a student’s English skills and vocabulary with the help of a game that will be provided
by the researchers. First, we will turn to the literature that was used to teaching English as this
curriculum to determine the components needed for teaching and learning english and to measure
learning outcomes. Second, the researchers will study to tell the difference and
find out what specific game attributes that will be studied in order to determine their
impact on learning outcomes of a student and then show and provide
this method for educational, communicative training method for communities with guidance from
which to examine the potential for instructional games to be effective learning tools. With the
recommendation of games in teaching English, the researchers will study traditional English and
basic English such as nouns, verbs, pronoun etc. and will be applied on the game which will be
used as an instrument to enhance English communicating and self- confidence inside or outside the
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room. The study illustrates a game to be performed by utilizing technology to assess and to monitor
the knowledge of an English language learner. we set out to investigate the employment of
interactive games in the language classroom. Pre-test and post-test will be used to gather the prior
knowledge of the student and after the assessment combining gaming and techniques is used to
assess English language knowledge to see if there is an improvement and what is more efficient the
traditional or the one with games.

The significance of this paper is to examine the impact of both traditional teaching and
teaching with games on language learning and gaming with an experimentation in a classroom.
Furthermore, by examining the study on gaming as a tool for language learning and traditional
teaching, the paper will show which method of teaching has more impact on the students and to
know the good and bad effect of games and also the study attempts to provide practical information
for the field of teaching english language. Both students and teachers will get benefit and teachers
may achieve all the educational outcomes through applying the use of games in their lessons in a
way that facilitate the use of the English language for the learners.

1.1 Scope and Limitation

This study covers only the learning outcomes of the student in terms of their
English skills, cognition and mental skills, wherein English is used as the process of
acquiring knowledge and understanding through games and traditional learning.
and also the good and bad effects of games. The tool is a language game provided by the
researchers

2.1 Variable Discussion

2.1.1 Teaching styles

Teaching styles are the general principles pedagogy and managing strategies that used for
classroom instruction. All teacher around the world have their own unique teaching styles
and choosing one depends on a number of conditions, such as teachers background and
educational philosophy, the specific subject being taught, the students attitude towards
learning, and the schools mission (UCS, 2014). Teaching styles are categorized into two
main group: Teacher-centered approaches and student-centered approaches. In teacher-
centered teaching, the main figure of authority is the teacher and the student are seen as
receivers of information.

The teacher-centered approached that will be used in this study is A. Grasha (1994)
describes is the expert teaching styles. In this case the researchers will possess the
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knowledge, expertise, and skills in a specific field that the students need to know about.
The researchers aims to maintain his status as an expert by constantly showing his detailed
knowledge in the classroom, and that in both styles information is being conveyed through
direct instruction. The major difference between the two is how the instructors enforce their
authority (SMU, 2012, UCS, 2014). The advantages of this styles lie in the amount of
information, knowledge, and skills that the teacher possesses (UTA, 2014). The major
disadvantages of this method, that there is the possibility that the less experienced students
might feel intimidated by the teacher’s heavy display of knowledge or that the teacher
might not explain the underlying thought process of a particular process or skill. The
students task is to passively absorb knowledge with the final goal of showing all of the
gathered information on exams and assessment. Due to this view of the students,
relationship between them, the teachers or even among other students, are deemed to be
important (Stein 2001).

2.1.2 Teaching with games

According to Gee (2007) gaming is referred to as the activity of playing video or

computer games. Gee (2007) claims that even though playing computer or video games are
usually seen as activities engaged in by teenagers, it is actually popular amongst people of
different ages. Games have been shown to have advantages and effectiveness in learning
vocabulary in various ways. Games bring in relaxation and fun for students, thus help them
learn and retain new words more easily. Games usually involve friendly competition and
they keep learners interested. These create the motivation for learners of English to get
involved and participate actively in the learning activities. Vocabulary games bring real
world context into the classroom, and enhance students' use of English in a flexible,
entertaining communicative way.

According to Yip and Kwan (2006) in investigating the effectiveness of online

games with regard to vocabulary learning various studies were considered. In one study,
three teachers and 100 undergraduate engineering students participated in an experimental
study on the usefulness of computer games. The students were divided into two groups,
where one of the groups learned some vocabulary through two selected game websites,
while the other group learned the same vocabulary through ordinary lessons. The students
of both groups had to conduct a pre-test and a post-test. The results of the tests indicated
that the group that learnt vocabulary through computer games outperformed the group who
had learnt through ordinary lessons.
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Language learning is a hard task which can sometimes be frustrating. Constant

effort is required to understand, produce and manipulate the target Language. Well Chosen
games are invaluable as they give students a break and at the same time allow students to
practice language skills. Games are highly motivating since they are 5 amusing and at the
same time challenging. Furthermore, they employ meaningful and useful language in real
contexts. They also encourage and increase cooperation. "Games are highly motivating
because they are amusing and interesting. They can be used to give practice in all language
skills and be used to practice many types of communication." (Ersoz, 2000).

Another reason why games are often used in language classes is that they lower
students' stress in the classroom. In conventional classrooms, there is a lot of stress put on
students trying to master the target language. Schultz (1988) said that "...Stress is a major
hindrance in language learning process. This process [Learning
language in traditional way] is by its nature time consuming and stress provoking... ...
raise the stress level to a point at which it interferes with student attention and 6
efficiency and undermines motivation. ..... One method has been developed to make
students forget that they are in class ... relax students by engaging them in stressreducing
task (games)."

On the other hand, Lee mentioned that there is a common perception that all
learning should be serious and solemn in nature and that if one is having fun and there is
hilarity and laughter, then it is not really learning. This is a misconception. It is possible to
learn a language as well as enjoy oneself at the same time. One of the best ways of doing
this is through games. Students may wish to play games purely for fun. Teachers, however,
need more convincing reasons. Teachers need to consider which games to use, when to use
them, how to link them up with the syllabus, text book or programmed, and how, more
specifically, different games will benefit students in different ways. The key to a successful
language game is that the rules are clear, the ultimate goal is well define and the game must
be fun. A dissertation was written on the role of word games in second language acquisition
language pedagogy, motivation and ludic tasks, the study attempted to determine the role
of word and grammarization games and student motivation. The excessive abstraction in
learning activities causes children to hate school and the second language too. They simply
cannot identify with what they are learning, because it usually has nothing to do with
reality and their whole being sit mostly directed at their intellects. The simple fact that
children have to sit for hours listening to what the teacher says, without doing anything
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else than thinking, eventually interrupting this process by writing in their notebooks.
Observe children leaving a typical school: often one observes something like an explosion,
running around, beating each other, etc. This is an expression of their having absorbed the
whole time and not having been able to actively contribute anything. Usually classes are
not balanced, in a rhythm of inspiration and expiration. The study attempts to provide
practical information for the field of teaching a second language. Both students and
teachers will get benefit and teachers may achieve all the educational outcomes through
applying the use of games in their 11 lessons in a way that facilitate the use of the second
language for the young learners.

2.1.4 Learning Outcomes

Learning outcomes is the knowledge or reinforcement of a student’s knowledge and that is

measured by test or assessments. In this paper the researchers will measure the skill based learning
outcomes. Learning is a part of our everyday lives. Through formal and informal training
and experience, we develop our procedural, declarative, and strategic knowledge. In
recent years, the study of learning has moved away from the traditional model
(learning through lectures), toward a learner-centered approach, which encourages
and even requires more active participation on the part of the learner (Garris, Ahlers,
& Driskell, 2002)

2.2 Theoretical Framework

Behaviorist Theory is one of earliest scientific explanations of language acquisition was

provided by Skinner (1957). As one of the pioneers of behaviorism, he accounted for
language development by means of environmental influence.

Skinner argued that children learn language based on behaviorist reinforcement principles
by associating words with meanings. Correct utterances are positively reinforced when the
child realizes the communicative value of words and phrases. For example, when the child
says ‘milk’ and the mother will smile and give her some as a result, the child will find this
outcome rewarding, enhancing the child's language development (Ambridge & Lieven,
2011).

The researchers chose this theory because the researchers will use games as a method to
learn is from seeing,hearing and repeating the information in one’s mind and also enhance
the reinforcement of the student or an individual as the researchers teach them English by
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means of playing games and entertainment. According to Reinders (2012), Learning is

defined as behavioral changes as a result of experiences one encounters. This theory
is also based on cognitive, social, and human factors research.environment is experienced.
This feasible construction is continuously adjusted to adapt to new experiences. Thus,
learning a language could be a continuous process.

2.3 Conceptual Framework

TEACHING
LEARNING
WITH
OUTCOMES
GAMES

This figure shows the learning outcome and the connection with teaching with games..
Student–teacher interaction is considered important in creating a fruitful learning environment. It
is helpful for the learner’s development. A range of activities can be helpful in focusing the
student’s attention to a given topic as effective teaching is closely related to effective learning
(Meguid & Collins, 2017.) On the other hand, Games gives the students a bigger role, and he
himself is stepping out of the frontline which is a positive thing because it allows students to take
on more responsibility. Also, that allows students to do more on their own, and that can very well
result in an increase in their confidence level. (Langran & Purcell.1994. p.12-14). Students need to
be exposed to the language in a variety of situations, which games can fulfill. Students also need to
be ready to take on the experience, keeping their minds open and being willing participants Again,
games make this possible cause games. Research over many years indicates that the use of games
for learning leads to improved general learning, increased motivation, and improved performance
(e.g., Blunt, 2007; Borodzicz & van Haperen, 2002; Bredemeier, & Greenblatt, 1981;
Chen, & Michael, 2005; Habgood, Ainsworth, & Benford, 2005; Prensky, 2001).

2.4 Statement of the problem

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In order to attain the knowledge for this paper, the researchers must answer the following
question.

Research Question 1: Is it useful to use games in teaching English Language?

Research Question 2: Do games encourage students to solve unstructured problems,

communicate, navigate, and evaluate and use the English language effectively?

Research Question 3: What effect does games use have on student’s motivation?

3.0 Methodology

3.1 Research Design

The researcher will utilize Quasi-Experimental/quantitative research. This quasi-

experimental study was to test the knowledge of the students in English language. Quasi
experiments are studies that aim to evaluate interventions but that do not use
randomization. Like randomized trials, quasi experiments aim to demonstrate causality
between an intervention and an outcome. The researchers used quantitative approach in a
form of experimental design that is use when a researcher control, manipulate or alter the
predictor variable or subject. Typically, this means the experimental researcher must rely
on true cause-and-effect relationship and cannot demonstrate a correlation.

3.2 Research Locale

The researcher will be conducting a survey in Our Lady of Fatima University

Campus located in McArthur Highway due to the convenience and proximity of the
location.

3.3 Sampling and Population

The researchers will use purposive sampling it is a technique wherein the

researchers uses their good judgment and appropriate strategy in selecting the subjects who
will meet the best purposes of their study (Patton, 2002).According to (Crossman, A. 2017)
non- probability sampling can be very useful in situations when you need to reach a
targeted sample quickly, and where sampling for proportionality is not the main
concern.The researcher collecting a participants who served as respondents of this study.
First, the participants are Senior High School of Our Lady of Fatima University, 16-18
years old, The participants of this research will be 50 students, 25 students who needs to
improve English speaking and grammarization and 25 students who knows speaks well
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and to improve them more in Our Lady of Fatima University and the researcher will be
conducting a data to gathered information to help the researcher to fulfil and to utilize this
research study.

3.4 Research Instrument

Pretest-posttest designs are an expansion of the posttest only design with

nonequivalent groups, one of the simplest methods of testing the effectiveness of an
intervention. The game has 3 levels, the beginner level which contains the pre-school
English knowledge and in the intermediate level have the lessons of elementary class lastly
is the pro level containing the lessons of junior high schools and the senior high school,
after the student finished the levels, the game will take them in their quizzes. In this design,
which uses two groups, one group is given the treatment and the results are gathered at the
end. The control group receives no treatment, over the same period of time, but undergoes
exactly the same tests. The basic premise behind the pretest–posttest design involves
obtaining a pretest measure of the outcome of interest prior to administering some
treatment, followed by a posttest on the same measure after treatment occurs. Pretest–
posttest designs are employed in both experimental and quasi-experimental research and
can be used with or without control groups (Salkind, N. 2012)

3.5 Research Ethics

The data gathered from the participants will stay confidential. The
information provided by the participants will remain confidential because it comes
from the participants and assure their anonymity and conducted codenames for
their respondents.

This research has no risk involved on this study except valuable time of
the respondents. The participation in this research is completely voluntary.
Participants may also refuse to answer some or all the questions if participants do
not feel comfortable with the questions. Also, the results of the study may help you
understand, realize and gives knowledge about the effects of Technology in
teaching English. (Giordano, J., 2007).

3.6 Data Collection

The researchers selected fifty (50) Senior High School Students ages 16-
18 years old from Science and Technology, Engineering, Mathematics (STEM)
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from Our lady of Fatima University Valenzuela Campus. The participants were
senior high school students. standardization of procedures and random selection of
participants to remove the potential influence of external variables and ensure
generalizability of results. In contrast, subject selection in qualitative research is
purposeful; participants are selected who can best inform the research questions
and enhance understanding of the phenomenon under study.
After gathering the ideal participants, the researcher will perform a study
session by using traditional video teaching and the game made by the researchers
as learning materials, we will conduct an experiment or give the participant a test
based on presentation that will present by the researcher using visual presentation
that the participant will base the answer to, the study session will be perform in an
empty classroom and the result of exam will determine the best course of learning
to student that may help to understand on which is more effective learning
materials in the particular study.

3.7 Data Analysis

The researchers will utilize Mean or the average that is most commonly used
method in describing central tendency.Mean is arithmetic average of scores.To compute
the mean, add up all the values and divide by the number of values. (Patrick, J 2016).

Standard deviation is a measure of the dispersion of s set of date from its mean. It
is calculated as the square root of the variance by determining the variation between each
data point relative to the mean. Sometimes the SD referred as +/- in a journal article,which
indicates the same thing (Biddix, P. 2016).

The researchers will used Paired T-test to determine the significant group between
related and matched samples (e.g. weight before and after 3-month exercise program).
Paired t tests are used in different experimental environments. For example, the
experimental subjects are not divided into two groups, and all of them are treated initially
with A. The amount of change (postA-preA) is then measured for all subjects. After all of
the effects of A disappear, the subjects are treated with B, and the amount of change (postB-
preB) is measured for all of the subjects. A paired t test is used in such crossover test
designs to compare the amount of change of A to that of B for the same subjects (T. K.
Kim, 2015)
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APPENDIX B
Research Instrument(s)
Our Lady of Fatima University
Senior High School
Valenzuela Campus

Informed Consent
Project Title: This Is Why We Play: A Study Utilizing Game as a Teaching Tool
Investigators: Adrian Paul A. Guerrero, Honey Mae Calinisan, Jan Azzle Esteban, Maria Lyn
Gamilla, John Kenneth H. Galon, Angel Mendiola, John Paul Pineda

Your section has been randomly selected and we are inviting you to participate in our study. We
are doing this research to determine the Effectiveness of the game developed by the researchers.

This will take place at Our Lady of Fatima University, Valenzuela Campus. During this study:
1) Before each lecture, you will be given a standardized 15-item Test to determine your
baseline knowledge on the topic to be discussed.
2) All participants will be covering the same course content with the addition that some of
you will be exposed to the pre-selected game during lecture.
3) Immediately after each lecture, you will be given the Test post-test to show knowledge
gains.
4) At the end of last lecture session, Tech-2 will also be given to assess the extent to which
you have experienced English Lecture over the past week.
5) Pre-tests and post-tests will be checked accordingly, and the talli ed results will be
forwarded to the university statistician for analysis.

 The anticipated benefits of this study are improvements in English Skills and increase in
academic performance of the student. Not everyone who takes part in this study will benefit.
 There are no known risks to your participation in this study.
 All information provided will only be used for academic purposes. No personal data will be
asked so that your privacy is protected.
 There will be no costs to you as a result of taking part in this study, nor will you be reimbursed
for your participation.
 Your participation is entirely voluntary. The right to refuse or withdraw from study without
penalty is assured.

If you have any questions about the study, feel free to contact Adrian Paul Guerrero (Group
Representative) at 09201296566.

I have read and understand this consent form, and I volunteer to participate in this research study.

_________________________ ____________
Signature over Printed Name Date

Adrian Paul A Guerrero Mr. Jose Mari U Bollosa, BSN, RN, IVT
Researcher, Group representative Practical Research Adviser
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APPENDIX D
Research Tally
Participants Pre-Test Post-Test
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
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31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50

APPENDIX E

Research Budget

Instrument Price Quantity Total

Print 2 100 200
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Photocopy 1 200 200

Total 400

APPENDIX F

About the Researchers

GUERRERO, ADRIAN PAUL A.

Principal Investigator
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Adrian Paul is 18 years old. He was born in

Amisola Maternity Hospital in Manila. He is the
second to the youngest among the three children.
He currently enrolled at Our Lady of Fatima
University under STEM strand Grade 12 level.
He finished his primary education at Francisco
Benitez Elementary School and graduated in
Florentino Torres High School in his junior high
school year batch 2015-2016. Adrian is a well-
known poet and composer-singer.