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082 ## $a420 $bTA-L
100 0# $aTạ, Thị Diệu Linh
245 ## $aUsing games to motivate the primary children to learn English at a homeclass in Quoc Oai district $b $cTạ Thị Diệu Linh; Supervisor: Phan Van Que.Assoc.Prof.Dr $h $n $p
246 ## $aSử dụng trò chơi để thúc đẩy trẻ em tiểu học học Tiếng Anh ở một lớp học tại gia tại Huyện Quốc Oai
260 ## $aH. $bTrường Đại học Mở Hà Nội $c2024
300 ## $a101 p. $b $cA4 $e
490 ## $aMinistry of education and training; Hanoi Open University
520 ## $aThis study investigates the use of games as a pedagogical strategy to enhance primary students’ motivation and engagement in English lessons in a home-based class in Quoc Oai, Vietnam. Thirty Grade-3 and Grade-4 learners participated in a four-week intervention in which traditional and digital games (e.g., Sentence Race, Hidden Picture, Wordwall, Bamboozle) were integrated into regular lessons following a simple plan–teach–review cycle. Data were collected through pre-/post-tests, a student questionnaire, classroom observations, and open-ended feedback to enable triangulation. Descriptive statistics and pre-/post comparisons show overwhelmingly positive attitudes toward game-based learning, increased willingness to participate, more on-task behavior, and notable gains in vocabulary and sentence construction. Observation notes also indicate more equitable turn-taking and peer support during game phases. The findings are interpreted with reference to Krashen’s Affective Filter Hypothesis and Vygotsky’s Sociocultural Theory, suggesting that games lower anxiety, provide purposeful repetition, and create scaffolded interaction within the learners’ zone of proximal development. Overall, the study concludes that game- based instruction is both motivational and instructionally effective in the short term for young learners in informal or home-based contexts. Practical implications include selecting game types aligned with lesson aims, embedding clear language targets and time limits, and using brief reflection prompts after gameplay. Limitations relate to the small, convenience sample and the short duration; future research could compare different game designs or extend the intervention across school terms to examine sustained learning effects.
541 ## $aTài liệu nội sinh
653 ## $a
690 ## $aTiếng Anh
691 ## $aNgôn ngữ Anh
852 ## $aThư Viện Trung Tâm