Effect of Language Games in the English Performance of Grade 11th Ethnic Minority Students
This study was an investigation of the effect of the use of language games in teaching English to the grade 11 ethnic minority students at a high school in the northwest area in Viet Nam. The study used a quasi-experimental method employing the repeated measures design. It is repeated because each group was exposed alternately to both methods-lecture using handout and lecture using language games, in six different lessons. Two intact groups (11A5 and 11A6) were used. The study was handled by the researcher in which the classes were held three times a week. The result of the research was shown after the second semester of the school year 2016-2017. Based on the findings of the study, there is a significant difference in the performance of the students in the use of language games and hand-outs. The findings imply that the students have improved performance after being exposed to language games rather than hand-outs. Thus, the use of language games as a teaching strategy is an effective tool in enhancing the English language performance of the students.
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