The Effects of Online Games on Communication

Skills of Grade 7 Students of Immaculate

Conception Academy

Faculty Researchers:
Ms. Aura B. Aledia
Ms. Din Rose A. Mirar

Student Researchers:
Joshua Jener Lopez
Aldreana Julhani
 Background of the Study & Review of Related Literature
The idea of allowing online games to be
involved in the life of the students worries
both parents and teachers alike. The
researchers conduct a study that will prove
whether playing these games can be
beneficial or not to young people
especially in the field of communication ;
looking into the effects of online games
and how they affect the student’s
communication skills.
Griffiths et Al (2003)
● online games provide a rich gaming
environment that can house
thousands of players at a time.
● players learn from other players
how to play and socialize
● players share notes, exchange tips
and participate in discussion forum
Chen I-Jung (2005)
● while playing, players focus
on the message and not on
the language
● eases fear of negative
evaluation
● speech fluency is generated
● communication competence
is achieved
Samuel Olayvar (2015)
● online gaming facilitates second
language acquisition
● provide comfortable
environment to acquire a
repertoire of vocabulary
GENERAL OBJECTIVES:
● To identify the effects of online
games to the communication skills
to Grade 7 students
SPECIFIC OBJECTIVES:
• To identify the effects of online games
to the communication skills to Grade 7
students
• To know how online games affect the
communication skills of Grade 7
students
• To let them be aware of the effects of
online games to the communication
skills of Grade 7 students
EXPECTED OUTCOME:
• To know the effect of online games to
selected students of Immaculate
Conception Academy
• To make the respondents be aware of
the effects of playing online games
especially towards oral communication.
• For the researchers to distinguish
recommendations on whether to
maintain the respondents habit of
playing online games or not (this is
based on what this study would close
out)
• For the researchers to differentiate what
online games can be beneficial to the
respondents
RESEARCH DESIGN AND METHOD
• The research on the effect of online games on the
oral communication skills of the selected grade 7
students of Immaculate Conception Academy will
be done by a Descriptive method.
• It will be a very good design for the phenomena
that the researchers study for online games
continuously evolve overtime.
• Descriptive research method involves collection
of data as to support the hypotheses of the study.
• One way of gathering data is used with a device
such as a survey questionnaire.
• The researchers’ aims to study the effect of
online games to the oral communication of the
respondents thus answers to the depiction of
what a survey is.
● The survey questions that will be answered
through Likert Scale will provide valid
responses. It can be statistically measured
thus will really give trustworthy analysis.
RESEARCH INSTRUMENT:
• Questionnaires, the most common data gathering
data instrument, will be used by the researchers.
• Likert scaling will also be used for the responses,
the researchers found it good that they will be
able to express themselves better with a 5-point
scaling responses.
• It will be useful to comprehend the effect if they
are advantageous or disadvantageous to the
respondents and further studies can be cultivated
from there.
 USED WITH SLOVIN’S FORMULA
 
• Science Campus: 27 students
SAMPLING N= 17 gamers n= 10.11
17

• The samples on this study will be the

• North Campus: 67 students
selected 20% of the total population N= 56 gamers n= 17.183
of Grade 7 students of Immaculate 56

Conception Academy consisting of its

• South Campus: 96 students
5 campuses: Science Campus, North N= 70 gamers n= 18.42
70
Campus, South Campus, East Campus,
and West Campus.
• East Campus: 115 students
• They will all be online gamers to be N= 50 gamers n= 16.67
50
able to answer the questions, there
will be no preference on age and • West Campus: 196 students
gender. N= 140 gamers n= 21.212
140
DATA GATHERING
• Primary data will be obtained through survey.
• The study is a local school based research that is why the respondents will just be
notified about the purpose.
• They will be composed of selected grade 7 students of Immaculate Conception
Academy.
• They will answer a questionnaire consisting of 10 questions with Likert scale
responses.
• The answers will be tabulated and explained for further discussion.
 Progress Report
The researchers already accomplished 4 chapter
Survey forms were distributed and data were gathered and tabulated

Study site : 5 campuses of ICA

Remaining Work:

Chapter 5

Analysis of data

Documentation

Expect to accomplish the research on the last week of February

 OBSERVATION REPORT
From the scale of 1 to 4 , indicate your level of agreement or disagreement with the following statement. 

1 = Absolutely disagree 2 = Disagree 3 = Agree 4 = Absolutely Agree

A. Respondents’ willingness to communicate Absolutely Disagree Agree Absolutely

Disagree Agree
1. I give game instructions to other players. 10 10 19 45
2. I talk to other players about the quest 10 4 13 57
3. I ask for explanations from other players when I am confused about 10 7 8 59
the quest.
4. I read/listen to other players attentively. 11 0 30 43
5. I read/listen to non -player character’s dialogue actively. 30 14 9 31

B: Respondents feeling about communicating in English during the game

1. I feel relaxed communicating in English during the game 20 4 24 36
2. I find communicating in English very challenging during the game. 15 15 24 30
3. It’s fun communicating in English during the game. 10 5 29 40
4. I feel confident communicating in English during the game. 22 8 30 25

C: Respondents reflections on communication behavior and second language use

1. I communicate in English fluently with little pauses and hesitation. 27 11 24 22
2. I communicate in English clearly and understandable to interlocutors 23 0 16 45
3. I request for repetition or clarification when I don’t understand what others are saying. 16 9 38 21

D: Respondents experience in communicating during the game

1. Playing online games contributes to my comprehension development. If I make no effort 10 8 26 40
to understand the quest assignment, non -player characters’ dialogue and contributions
from other players, I cannot complete the task
Successfully.
2. I learn more vocabulary from the game and other players. I have a chance to use these 10 0 29 45
variety of new words to increase my language practice.
3. Playing online games requires instant reactions and communication so it enhances the 5 3 34 41
development of my language fluency.
4. Playing online games is fun thus developing more confidence and motivation to use 6 6 30 42
English for communication.
5. Playing games provides me the opportunity for second language communication outside 7 6 28 43
the classroom.