Grammar Games for ESL Learners

This research report examines the effectiveness of using grammar games to enhance ESL learners' understanding of singular and plural nouns. It analyzes different types of grammar games, their impact on learner motivation, and the perceptions of ESL learners on the use of games in their learning process. The report concludes with recommendations for ESL teachers and institutions on how to effectively incorporate grammar games into their teaching strategies.

Research matrix

Table of Contents
TITLE: “The effectiveness of using grammar games to enhance ESL Learners' understanding of
singular nouns and plural nouns”.....................................................................................................1
Chapter 1: Action Research.............................................................................................................1
Introduction............................................................................................................................1
Problem Statement..................................................................................................................1
Research objective .................................................................................................................2
Research Questions................................................................................................................2
Hypothesis..............................................................................................................................2
Significance and rationale of research....................................................................................2
Limitation of study.................................................................................................................2
Chapter 2: Literature Review...........................................................................................................3
INTRODUCTION..................................................................................................................3
Effectiveness of grammar games in enhancing ESL learners' understanding of singular nouns
and plural nouns.....................................................................................................................3
Different types of grammar games.........................................................................................4
Various perception of ESL learners' on the usage of grammar games...................................6
SUMMARY...........................................................................................................................8
CHAPTER 3: RESEARCH METHODOLOGY.............................................................................8
INTRODUCTION..................................................................................................................8
Research design......................................................................................................................8
Research plan..........................................................................................................................9
Population and samples..........................................................................................................9
Research instrument...............................................................................................................9
Pilot research........................................................................................................................10
Data collection......................................................................................................................10
Data analysis.........................................................................................................................10
CHAPTER 4: DATA ANALYSIS................................................................................................11
DISCUSSION ...............................................................................................................................22
CONCLUSION AND RECOMMENDATIONS .........................................................................23

REFERENCES..............................................................................................................................26

TITLE: “The effectiveness of using grammar games to enhance ESL
Learners' understanding of singular nouns and plural nouns”
Chapter 1: Action Research
Introduction
English is a most common language used by individuals across the world. This language
belongs to West German and was initially spoken in England. With the changing time, English
became one of the leading language that is being used at international scale. English is now
becoming basic requirement of every person as it is used as a secondary official language in
approximately 60 states. As per the requirement of English in each profession, people are
becoming more conscious about learning this language for communicating effectively with
everyone easily. ESL stands for English as a second language (Han, 2015). This term can be
defined as the teaching of English language to student or individuals who usually speaks
different or native language but they are living in that country where English is being used as
main and common spoken language. This program is much helpful for students as well as
professional for improving their spoken and written English language. It has been analysed that
there are certain institution which are conducting ESL programs for the individuals who are
seeking for enhancing their command over English (Bennui, 2016). Now a days, Teachers or
individuals are using grammar games in ESL programs in order to enhance their knowledge and
understanding on singular and plural nouns. This research has been conducted for identifying
importance and benefits of grammar games in ESL programs. Along with this, it will also help
learners in improving their knowledge over the singular and plural form of English grammar
which is being used by individuals effectively so that their learning can be done in effective
manner.
Problem Statement
The main problem due to which this research has been conducted is that is to enhance
knowledge of individuals over the ESL programs or institution as it helps them in getting better
job in foreign countries. It has been seen that these individuals are not aware about the different
learning programs and involved activities which are used ESL institution that are helpful for
individuals in learning English language (McArthur, Lam-McArthur and Fontaine, 2018). In
addition to this, it has also been seen that non appropriate knowledge over this English teaching
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institution keeps the individual away from their dream. This research will help individuals in
improving their knowledge on over different learning practices which have been used by ESL
teachers in order to make employees learn in effective manner.
Research objective
 To study the effectiveness of grammar games in enhancing ESL learners' understanding
of singular nouns and plural nouns.
 To determine the various grammar games which significantly impacts upon
understanding of singular and plural nouns of ESL learners.
 To identify the ESL learners' perception on the use of grammar games in enhancing their
understanding of singular and plural nouns.
Research Questions
 How effective are the grammar games in enhancing ESL Learners’ understanding of
singular nouns and plural nouns?
 Which type of grammar game has a significant impact on ESL learners' understanding of
singular and plural nouns?
 What are the ESL learners’ perceptions on the use of grammar games in enhancing their
understanding of singular nouns and plural nouns?
Hypothesis
Significance and rationale of research
The main purpose of current research is to evaluate role of grammar games in ESL
programs so that students can improve their knowledge on singular and plural nouns. From
researchers perspective this research will also enhance command of investigator themselves on
English language. It will also improve their grammar which will help them in working this
specific stream that is related to English learning institutions. Along with this, improvement in
English grammar will open up numerous of job opportunities for learners in foreign countries as
they can easily grab job in their favourite location with effective command over English.
Limitation of study
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Chapter 2: Literature Review
INTRODUCTION
Literature review refers to the scholar paper that narrates reader about the topic. This
paper covers information based on the research questions according to the perception of various
authors. With reference to current study, this section covers information based on different types
of grammar games, their influence over ESL learners in the understanding of singular and plural
nouns. Under this, all objectives are described as below in detailed manner.
Effectiveness of grammar games in enhancing ESL learners' understanding of singular nouns and
plural nouns.
According to the perception of Zhou, (2009) it has been analysed that grammar games are
becoming most trendy method which helps teacher in conveying right message to learners' so
that they could enhance their understanding on singular and plural nouns. It has been further
evaluated by author that grammar games develops competitive streak among learners which
makes them learn faster. It also develops interest among learners as they learn through the
medium of game (The Ultimate Guide to ESL Grammar Games, 2019). Along with this,
grammar games boost up the mind of learners effectively and influences them to learn each and
every chapter and topic of singular and plural nouns in effective manner. As a result, it can be
said that grammar games are much effective for learners which supports them in learning both
the noun, their uses and differences in playful manner.
From the the perspective of another author named as...., it has been seen that ESL
institution helps individuals in improving their knowledge over English language. These
institution not only work on spoken area of individual, but it also focuses on enhancing their
written English. The author have further stated that with the passing time demand for English
language is increasing rapidly because, it is used as one of the common language that is used
across the world for professional purposes. According to (Shintani, 2015) if an individual owes
command over this language then it is easier for them to work effectively in foreign countries
and can also grow their career in effective manner. While looking after the perspective of
institution towards this scenario. It has been analysed that these English intuitions are now
focusing on using different games and technological tool by which they can easily improve
knowledge over English. It can be said that games are considered as the effective method which
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helps individual in increasing their interest over the learning. In addition to this, games are
providing practical scenario to individuals with which they can effectively learn in playful
manner. Games in learning session not only makes learners energetic but helps them in learning
in quick manner. From over all knowledge, it has seen that there are numerous of learning games
which are being used by ESL institutions such as debate, group discussion, speech on desired
topic and many more. With reference to learning grammar section of English, all of these games
helps ESL teacher in making students interacts with one another so that maximum English could
be used by them at the time of their interaction. Along with this, increase in interaction in
English allows individuals to understand where these guys are making mistakes. It can be said
that individual are able to find out new mistakes of others when they hear someone other making
out mistakes in verbal session.
Apart from this, it has also been seen that there are numerous of another grammar games
which have been used by ESL teachers in order to help learners in learning faster manner. Also,
some of the common grammar games are Board Race, word jumble race, The mime, The hot
seat etc. According to Polio and Shea, 2014, it has been seen that all of these games are quite
common for all and used by maximum number of ESL institution. These games allows learner in
learning in a effective manner without facing much trouble in understanding complication of
grammar. In addition this, these games also helps them in improving their knowledge on
grammar in interesting and non forgettable manner. Mainly individual who are learning English
faces trouble related to singular and plural form of English. This is because, its quite difficult for
them to deal with the grammar of foreign language with whom they are not familiar. As a result,
it can be said that with the help of ESL English grammar games its easier for individuals to learn
in an effective manner. While understanding the perspective of ESL teachers, it has been seen
that these teachers also gives more importance to ESL games in comparison of theoretical
knowledge because according to them it is helpful for them to maintain interest of students in the
learning session for long period of time.
Different types of grammar games
As per thoughts given by Diab, 2015, it has been analysed that ESL teachers are using
different grammar games which helps them in making individual learn in effective manner. It has
been observed that in the initial time individuals were using simple games such as black board
activities and interclass quiz among the individuals. In these methods, learners were getting
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opportunities to communicate to their friends and teacher where they conduct certain competitive
game for all. The main advantage of these games is that student gets opportunity to prove their
knowledge in the class over English grammar(singular and plural). This influences interest of
individuals in enhancing their knowledge in more effective manner. These common class room
games are described as below in detailed manner:
Black Board: As per view point of Apel and Werfel, 2014 teachers write some singular
or plural words on black board and ask its students to write correct form of nouns in front of
presented word on black board. It has been further analysed that black board games are quite
interesting for students as they are getting chance to show up their knowledge in whole class.
Along with this, another benefit of this game is that it enhances knowledge of entire class by
engaging some of them in the game activity. As a result, it can be said that these activities places
positive influence over ESL learners as with the support of this these employees are able to
maximise their knowledge in positive manner.
Competition within class: It is one of the common practice which is being used by ESL
learners from Past time. In this game, ESL learner conducts a basic competition within the class
in which students area asked to participate in a verbal activity where they are asking as well as
answering to questions related to singular and plural noun. This kind of game develops
competition among the learners and also contributes in making them learn in a fast manner.
Visual aids: It is considered as the another interesting game which includes numerous of
pictures, images and other visible things which are helpful in clearing concept of individuals who
are seeking to learn English Grammar by their heart. According to Bailey, 2014, ESL teachers
are also taking help of the latest or upgraded technology in which individual are able to
understanding the concepts of singular and plural nouns with the help of visual displays. These
visual displays includes picture and videos that attracts students towards the concept effectively.
In addition to this, it has also been seen that these visual aids are selected by the teachers
according to the age group of students. For instance: if age of students or ESL learners is
between 11- 17 years then the teacher will select cartoons, characters and other attractive images
which attracts the student at highest level and also influences them to learn in effective manner.
On the other hand, while discussing about students of age group 18 and above, it can be said that
ESL learners are using quite serious and meaningful images for improving knowledge on
singular and plural nouns.
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On the basis above made discussion, it has been analysed that there are different types of
games used by ESL teachers while teaching their students about singular and plural nouns. It can
be said that among all the games, games related with visual aids are mostly used by ESL teachers
as it helps them in maintaining interest of students in the class. Furthermore, it has also been
analysed that learning done from visuals aids makes students learn for long term. As a result,
with this learning students will be able to use this gained knowledge on grammar for longer
period of time.
As per given by Park, 2015, it can be said that all of the learning games significantly
helps individuals or ESL learners in enhancing their knowledge on singular and plural nouns.
This is because, grammar games includes various kind of interesting ways which attracts and
sustain ESL Learners in their studies. It has also been seen that visual games also includes
certain test series that helps ESL teacher in creating competition among the learners as they all
have to participate in the game. This participation enhances knowledge of learners. Along with
this, the remaining ESL learners who are not participating in the same also gets chance to
improve their knowledge on singular and plural noun. According to Straus, Kaufman and Stern,
2014, it can be said that grammar games places positive impact over the ESL learners as they are
now able learn in effective and quick manner. Furthermore, it has also been seen that learning of
singular and plural nouns through grammar games not only improves their verbal command over
language but it also helps them in improving their written English too.
Various perception of ESL learners' on the usage of grammar games
According to the views presented by Hasan and Tan, (2017) it has been evaluated that
grammar games have modified the learning pattern of learner. It can be said that usage of
grammar games in learning singular and plural nouns have developed different perception in
ESL learners towards it. It has been analysed that some of the ESL learner believes that grammar
games helps individual in learning faster as it makes learning interesting. On the other hand
remaining, individual believes that grammar games are time wasting activities as through this
people indulge into games and they forgot to understand actual motive of learning. As a result,
their gained knowledge on singular and plural noun does not sustain longer.
While on the other hand, with the perspective of different author named as …., it has
been analysed that perception of ESL learners completely depends upon their culture and
upbringing areas. Along with this, there perception also depends upon their educational
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background too. Some of the learners who have learned English from their starting learning age
believes that learning developed from face to face interaction is more effective in comparison of
the learning which is done with the help of technological tools. This learners also states that
learning is the practice which can be done effectively with the help of serious attitude of learners
as well as teacher who guides individuals to learn the important language in effective manner.
Furthermore, these learners have also stated that ESL institutes are using numerous of grammar
learning games in order to improve learning capability of individual. According to the perception
of Kotsyuk, 2015, they completely believe that adoption of grammar learning game is seen as the
profit earning method or strategy for the ESL institutions because with the help of attractive
games they can easily influence interest of learners towards them. The usage of attractive games
ultimately increases number of students in the ESL. As a result, they gets opportunities to
increase their profit margins. These learners also believes that the main focus of ESL institutions
to maximise their profitability without concerning about learning of students. At the same time,
some of the another ESL learners also believes that there are usage of grammar games helps
learners in learning deep knowledge of English grammar with the help of games in playful
manner. These learners have personally thinks that learning is somewhat boring procedure
therefore, it is essential for teachers to use different tools, strategies and methods with the help of
which they can retain individual to remain loyal with the ESL institutions for longer period of
time. As per the view point of Tammenga-Helmantel, Arends and Canrinus, 2014, learners
thinks that it is also helpful for the individuals who takes games sessions in ESL institutions
because with the help of these games it is easier for them to grab all the learnings for longer
period of time with them. Along with this, these learners also believes that the learning gained by
the students with the help of grammar games helps them in clearing their concepts in more
detailed manner. This helps these learners using the gained knowledge for long period of time at
market place.
Apart from this, it has also been seen that some authors also believes that English
grammar games looks like the short warm – up activities which develops interest of learning
among learners. According to Subramaniam and Khan, 2016, The best time to use grammar
games in class is mid of the session. This means after completion of theoretical training of
learners as when learners are aware about theoretical concept of grammar then are easily able to
relate their learning with the theory part. Games are also considered as the best for enhancing
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knowledge over the grammar part of foreign languages. Therefore, it is essential for ESL teacher
or trainer to select right game for their students so that their learning can be done in right
direction and also makes it easier for the learner to maximise their command over singular and
plural noun of English Grammar.
SUMMARY
On the basis of above made description done in the literature review section, it has been
concluded that visual aids are considered as the best grammar games which are beneficial for the
ESL learners in improving their knowledge over the singular and plural nouns. In this overall
section, maximum of the authors have shown their positive influence of grammar games over
ESL learners because they thinks these games develops interest among learners towards the
learning which helps them in grabbing the knowledge in quick manner.
CHAPTER 3: RESEARCH METHODOLOGY
INTRODUCTION
Research methodology is considered as the sequential methods which are being used by
investigator for gathering information on chosen topic in order to complete research effectively.
It includes various sub sections such as research design, research plan, population and samples,
research instrument, pilot research, data collection and data analysis in order to obtain findings
on the influence of grammar games on ESL learners on understanding singular and plural nouns.
All of the stated terms along with their description are described as below:
Research design
Research design is considered as the systematic approach which guides investigator in
conducting an effective research study. Adoption of right research design helps investigator in
obtaining true and authentic research outcome that is valuable for all. Research design are mainly
of four types that is descriptive research, evaluation research, exploratory research and
explanatory research. In the current study, investigator has chosen descriptive type of research
design. It includes both pre and post test analysis. The main reason behind choosing descriptive
research design is that it helps researcher in deeply analysing the topic in order to test it in
appropriate manner in past as well as in future too.
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Research plan
Research plan is considered as the short document that consist of basic but important
terms of overall research project. All of the information of this project is represented concise and
logical manner. This paper is being shared with research associated people which guides them at
each and every plan of the investigation. With reference to the current study, formulation of
effective research plan will help readers to get persuaded towards the research topic that is “The
Effectiveness of Using Grammar Games to Enhance ESL Learners’ Understanding of Singular
Nouns and Plural nouns” so that they can give value to the same.
Population and samples
Population in research refers to the total number of potential people who are going to be
taken into consideration for the purpose of conducting an effective research. Under this,
investigator selects few respondents as the sample size from whom whole information for the
investigation will going to be taken for attaining true outcome for the same. For current
investigation, researcher has chosen sample population from the overall ESL institute. In this
overall 25 students are selected as the sample size in 14 are boys and 11 are girls. All of the
chosen sample students are categorised into two groups that are controlled and experimental
groups. Here, control group is treated as normal one whereas experimental group has been
judged through different sessions.
Research instrument
Research instrument refers to the measurement tools which are especially formulated in
order to collect information on the specified research topic. These tools are questionnaire,
survey, observation and focus groups. Research instruments also records gathered information
which is later used for attaining project results. In context to present investigation, researcher
will use different research instrument such as document analysis, observation, semi structured
interview. All three of these methods are described as below:
Document analysis: It is considered as the qualitative kind of research under which
documents are portrayed by investigator for the giving valuable meaning to the stated topic.
Document analysis is also seen as the systematic procedure that is being used by investigator for
analysing whole research effectively.
Observation: Observation is a kind of research instrument in which investigator collects
data on their own level on the basis of their own observation. In this, investigator logically use
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their senses at the time of analysing different situations in order to grab information from them.
This instrument will help investigator in going through the actual situations and collects required
information according to their own level. Here, investigator uses this method by informing
respondents and also without informing them.
Semi structured interview: In this type of research instrument, investigator uses only
few number of planned questions and rest of them are developed according to the situations.
With reference to current study, it can be said semi structured interview are more beneficial for
the research as researcher can grab maximum information from the interviewee during the
interaction section.
Pilot research
Pilot study refers to small scale investigation which is conducted for checking feasibility
of the project on the basis of cost, time, adverse events etc. All of this will help in conducting
required modification for avoiding major errors in future.
Data collection
Every investigation requires lots of information so that effective conclusion can be made
for the same. It has been analysed that researchers are using different types of data collection
methods in order to grab maximum information for the same in effective way. There are two
main types of data collection methods which are commonly used by investigators such as
primary and secondary methods. In primary method, investigator directly collects information
from the respondents with face to face interaction. Sources of primary data collection method are
questionnaire, interview, focus group, observation etc. On the other hand, in secondary method
gathered information is based on the work of someone else or previously conducted research by
nay other author. Sources of secondary data collection method includes books, journals,
magazines, newspaper, online article, websites etc.
Data analysis
Data analysis refers to procedure of systematic implication of statistical formulas and
various logical technique that helps in evaluating whole collect data. It helps investigator in
meeting appropriate results on the investigation topic. With reference to the current study,
investigator uses different types of assessments that is pre test and post test, Transcription of
students interviews, check list etc. all of them are described as below:
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Pre and Post test: For the purpose of checking proficiency level of chosen population,
investigator has used both the pre and post test methods in order to compare their improvement
with one another. In current study, pre and post test are conducted for the both the groups that is
controlled and experimental
Transcription of students interviews: In this investigator prepares a written document
which includes information on whole interview process.
Check List: It is seen as the guide for investigator that instruct them throughout overall
process of analysis. Along with this, investigator can also find out different missing areas of
research through it. With reference to the current investigation for ESL learners for improving
their knowledge on singular and plural nouns. This kind of analysis helps in identifying true
outcome by covering all areas of investigation.
CHAPTER 4: DATA ANALYSIS
Question 1: Do you think grammar games are beneficial for enhancing your learning?
M1: They are time wasting.
M2: It was stated that they are helpful in making learning process simpler.
M3: They help in increasing attention in classrooms.
M4: It was responded that they are not aware of any such types of games.
M5: They make the ESL learning very interesting and easy.
M6: Grammar games only increase competition in class and thus are less beneficial.
M7: These games increase practical knowledge and implementation.
M8: The same games are repeated every time and thus they are boring and slow down the
learning process.
M9: Such games are helpful in sustaining the interest of students in the learning process.
M10: A better understanding of the concepts can be developed by interactive grammar games.
M11: They are not beneficial in learning.
M12: Game based learning is very helpful in understanding the concepts.
M13: It helps to improve the learning process.
M14: The game based learning is effective only for the students having high potential. For the
average students it lowers the interaction opportunity.
M15: Interactive grammar games enhances the learning along with the fun.
M16: Grammar games has adverse impact on the discipline and management in the class.
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M17: Learning process is made faster than higher participation of the students is observed.
M18: Excessive involvement of the learners has poor impact on the learning outcomes.
M19: Face to face and learning based on serious attitude gives better results and thus grammar
games is not suitable for the ESL studies.
M20: Contrary to the conventional learning methods grammar games helps in rising the
participation and interaction of learners.
M21: The learning of language can be learned more easily and effectively by interaction through
games instead of traditional lecture delivery. Thus, grammar games are valuable milestone for it.
M22: The games are like warm up type activity which helps in continuous improvement of the
learning process.
M23: It depends upon the topic and subject. Some concepts are well explained by the means of
grammar games while the others cannot be taught through games.
M24: The information delivered through games is long lasting and has more influence on the
learners.
M25: The approach is effective in terms of quality improvement of the knowledge delivered.
Interpretation:
From the above results it can be interpreted that most of the learners believe that
grammar games are effective in terms of improving learning. More than 50% of the participants
stated that inclusion of such activities makes the classroom environment more interactive and
easy. As a result, the learning process becomes more impactful and learners can develop better
learning. However, there are individuals who assume that instead of promoting learnings the use
of grammar based games is just a method of consuming time in the learning process. It does not
have any positive impact on learning because for improved performance a dedicated and
disciplined approach is required.
As per the views of such participant's grammar games make classroom environment less
formal which is not good for the learning process. In addition to this there are individuals as well
who believes to be neutral towards the aspect. Such individuals have assumption that the benefits
of the grammar games depends upon the nature of games, complexity of topic as well as
perspective of learner in accepting those games.
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Question 2: How often do you play such games for your ESL learnings
M1: I haven't played any grammar game yet in my institution.
M2: Once in a week such games are played in the session.
M3: For teaching critical concepts sometimes such games are used.
M4: Grammar games are never included in the institution.
M5: Every day in the beginning of class competition based grammar games are played so that
previous learnings can be revised.
M6: Apart from the class I also play grammar games with my friends
M7: The approach is very common in our learning procedure.
M8: Game based activities are regular part of our classrooms.
M9: I rarely engage myself in grammar games in the class.
M10: Game based learning is accomplished regularly so such games are very common for me.
M11: It was stated by participant that grammar games are played only once in few months within
class.
M12: I used to prefer video based games to enhance my learnings.
M13: The frequency of playing such games depends upon the complexity of the topic.
M14: I never prefer grammar based games for my ESL learnings.
M15: Everyday I used to play such games in the beginning of my class.
M16: I used to avoid the chance to participate in game based learnings.
M17: Our institution has well framed policy and teaching strategy to essentially include grammar
games. So I used to engage in such games very frequently.
M18: Such games are played by me on periodic basis depending upon the complexity of the
lesson.
M19: I never take part actively in any such type of activities.
M20: For promoting the improved learning grammar games are routine part of our class.
M21: Learning games are promoted periodically so that a short refreshment can be given to
students.
M22: Our institute has regular involvement of game based learning.
M23: Occasionally when complex concepts are to be learn then I got an opportunity to play such
games.
M24: I am very used to play grammar games.
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M25: Every day in our class few minutes are used for the enhancing interaction and focus of
learners by essentially playing interactive games.
Interpretation:
Most of the ESL institutions employ practice of game based teaching at least at one or
other moment. However the engagement of learners in such learning based games depends upon
their personal interest as well as their usage by the knowledge providers. During the interview
majority of participants informed that they really enjoy inclusion of games in the learning
process. The learners used to prefer the practice in most of their learning assignments. Contrary
to this there were equal number of participants who used this learning approach occasionally or
who never experienced such learning method. The main perspective of learners was that
grammar games are suitable only for some complex learnings not for the regular learning
process.
Question 3:In your opinion does grammar games meet the objective of enhancing learning
in the classrooms?
M1: The activities are effective in promoting better learning among learners.
M2: More than learning they cause time waste in the class room.
M3: The activities are effective in terms of achieving learning goals.
M4: The games allow every student to equally participate in learning process.
M5: There is need to bring more improvements for improving learning outcomes.
M6: More than learning of concepts, grammar games create time waste and noise in the class.
M7: Learning objectives are successfully achieved through grammar games.
M8: Instead of promoting learning grammar games cause competition among class members.
M9: They fulfil the needs of attentiveness in the learning process so that improved participation
of the learners can be assured.
M10: The games improves the learning environment so that better outcomes can be delivered.
M11: Grammar games fails to address the individual learning needs and thus are less effective.
M12: Instead of grammar and interactive based games there is need of implementing better
framework for learning.
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M13: The shift towards game based learning is not worthy and useful as they do not have any
role in improving learning.
M14: The game based learning does not seem to be effective or justified in ESL learning.
M15: By increasing the interaction in the learning environment grammar games are helpful in
promoting learning.
M16: The use of interactive games definitely assist in improving learning and classroom
environment.
M17: The inclusion or exclusion of games does not have any significant impact from any of the
perspective.
M18: It was stated that it cannot be justified that whether grammar games are helpful or not in
achieving learning goals.
M19: There is strong association between learning objectives and grammar games.
M20: Quality of teaching as well as learning is increased through the various types of grammar
games.
M21: The flexibility in adopting various types of games improves the attention and participation
of learner which are integral elements for encouraging learning.
M22: The participants does not give any respond in this context.
M23: There is no role of grammar games in contributing towards learning. They are mere time
consuming methods without desired efficiency.
M24: For accomplishing learning objectives learnings methods can be improved by grammar
games.
M25: Learning outcomes can be significantly improved by incorporating the game based
activities.
Interpretation:
From the above transcripts it can be observed that around 13 participants agree that for
meeting the learning objectives more effectively game based approach can be used. Since the use
of grammar games helps to teach basic as well as advanced concepts in practical and simplified
way their role cannot be neglected. However, the equal number of participants believes that since
there is huge gap between acceptance of such learning approach among students it cannot be
justified that learning is supported by grammar games. Some participants also have neutral
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response who stated that on the basis of benefits of games learning is improved but to the large
extent it also depends upon the acceptance and adoption by learners.
Question 4:Does your institute have well planned sessions for conducting such grammar
games?
M1 : It has been answered by participants that yes their institutions has well planned
sessions for conducting the grammar games.
M2: Participant has replied that no the institute does not plan session for conducting such
grammar games.
M3: It has been answered by the respondent that there are only few sessions of grammar
games are organized by their institutions.
M4: An individual has given reply that many of grammar games are properly planned by
the tutor in institutions.
M 5. It has been answered by the participant that grammar games are not planned
properly.
M 6: Respondent have replied that the grammar games are planned at the spot after the
completion of the lecture.
M 7: It has been replied by an individual that grammar games are planned in very proper
manner.
M 8: The reply by respondent is that the sessions of grammar games are well planned
and conducted in systematic manner.
M9 : The reply given by respondent is grammar sessions are planed, but they are not
effective.
M10: Participant have stated that grammar sessions are planned only on the demand by
students.
M11: It has been stated by one of the participants that planned grammar sessions are
organized by institutions at regular interval of time.
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M12: It has been said by one of respondent that grammar sessions are planned
considering the requirement by students.
M13: An individual has replied that tutor in institution plans to organize grammar games
in proper manner for supporting students in improving singular as well as plural.
M14. It has been answered by one of participants that grammar games sessions are
planned at the time when students phase difficulty in developing the understanding about
singular and plural.
M15: A person has given response that grammar games sessions are planned by
institutions for students who face difficulty in learning.
M16: It has been said by one of respondent that Planned grammar gamers sessions are
conducted by their institutions.
M17: One of participants have stated that institutions organize number of grammar games
and only some of them are planned.
M18: It has been replied by one of participant that many of the grammar games sessions
session arranged by institutions are non planned.
M19: An individual have stated that grammar session are planned by teacher in
institution .
M20: It has been replied by the participant that they don't know whether institution have
well planned sessions for grammar games or not.
M21: A person has not given answer as they do not want to share any kind of information
about institution.
M22: One of participant has replied that institutions plans one or two sessions for
organizing grammar games.
` M23: It has been replied by one of participants that games sessions are planned by
institution for making children learn English language.
M24: One of the respondent have given answer that the sessions for English grammar
are somewhat well planned by institutions.
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M25: No response has been provided by respondent.
Interpretation : according to the answer provided by the 18 respondents out of 25, it has been
found that an institution have well planned sessions for conducting such grammar games. Those
people have provided such response on the basis of their analysis of the various arrangements
made by institutions for conduction games.
Question 5:Do you believe ESL learnings must include grammar games?
` M1 : An individual has stated yes that they perceive that ESL learning must be included
in grammar games.
M2: It has been stated by respondent that no they don't think that grammar games is
required to be involved in ESL learning.
M3: One of the participants have stated that it will be good that if institution involves
grammar games in ESL learning.
M4: It has been answered by one person that they are not aware about the concept of ESL
learning.
M 5. A participant has stated that by including the grammar games ESL learning can be
enhanced.
M 6: One of the participation have stated that an institution must involve grammar games
in ESL leaning as it will help in providing the good learning experience to students.
M 7: It has been said by one of participants that grammar games should be included in
ESL learning as it will be helpful in developing the interest of particular language in students.
M 8: An individual have stated that grammar games should not be involves in the ESL
learning as it might distract the student attention.
M9 : One respondent only have stated no.
M10: It has been non-respondent by one of participant that yes ESL learnings must
include grammar games as it will promote meaningful utilization of target language that is
English.
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M11: One of the respondent have stated that learning grammar through games can be
quite interesting as well as fun activity.
M12: A person has stated that an inclusion of grammar games in the ESL learning can
assist an individual, in gaining expertise in English language.
M13: One of the participant have denied from answering.
M14. An individual has replied that inclusion of the grammar games in ESL learning
could make the target language memorable.
M15: one of participant have said that teaching the English language through games is
not an appropriate technique of making children learn about English language.
M16: It has been stated by respondent that few grammar points could be contextualised
through games.
M17: One respondent have stated that teacher should include games in ESL as it will help
them in engaging students in learning procedure.
M18: It has been stated by an individual inclusion of grammar gamers in ESL learning is
one of best approach for enable student to enhance their vocabulary.
M19: From perceptive of oner participant grammar games should be included ESL as it
has positive effect on the learning of English language by student.
M20: it has been answered by one of the participant that games plays very significant role
in enhancing the ESL learning.
M21: an individual has denied from providing the answer.
M22: it has been answered by one of the participant that inclusions of the grammar
games in the ESL can be quite time as well as cost consuming.
` M23: One of respondent has replied that many of students might be interested in games
rather than in learning procedure.
M24 : A person has stated that the grammar games have affirmative impact on the
student acquisition therefore, it should be included in the ESL learning.
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M25: One respondent has stated that organising games is not an effective way of making
children learn about specific language.
INTERPRETATION : Asw per the opinion of 15 respondents out of 25 believes that grammar
games must be included in the ESL learning. Those participants have given such answers as they
believes that student can learn quickly while playing.
Question 6: In your opinion which types of game are more effective in learning English
grammar, visual, blackboards or competition based games?
M1 : One of the participant have replied that visual aid games are more effective.
M2: It has been answered by one of participant the visual aid games games are more
appropriate for learning.
M3: An individual has replied that both visual as well as visual aid games are suitable
for learning in quick manner.
M4: From the perceptive of one of participant visual aid games is more suitable as well
as effective game for making children learn about English grammar.
M 5. It has been answered by participants that visual aid games as well as competition
based games are best
M 6: An individual has not given answer.
M 7: It has been answered by participant that visual aid games is most suitable for
making student learn about English language,
M 8: one of the participant has stated that all three games are not appropriate.
M9 : From perceptive of one person other type of game such as sentence structuring is
one of most suitable game.
M10: An individual has provided response that visual aid games is suitable.
M11: It has been answered by one of participant that visual aid games is effective .
M12: No answer
M13: Visual aid games
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M14. Both sentence structuring and visual aid games
M15: don't know about games
M16: From perceptive of participants teacher can increase participants of students
through visual aid games
M17: visual aid games are more interest in ESL.
M18 From perceptive of this participant blackboard games is more appropriate for
learning English grammar.
M19: It has been replied by the participant that visual games are more effective in order
to make children learn about English grammar more quickly.
M20: An individual has replied that all types of games are suitable.
M21: A participant has answered that organizing games is not a appropriate way of
teaching language.
M22: One of respondent has replied that English language can be enhanced through
competiotion based games
` M23: Other games such as vocabulary games are more effective.
M24: an individual has stated that rate than games creative activities can be organised by
institution.
M25: An individual denied from answering the question.
Interpretation : According to answer provided by the 11 people out of 25, it has been analysed
that visual aid games is considered to be as one of the best game which can be used by teacher
in an institution for making children learn about English grammar. Those respondent have given
such answer as they perceive that it is competition based which will assist student in improving
their learning procedure. In addition to this, those people have also analysed that by organising
competitive based game teacher can easily involve student in learning procedure.
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DISCUSSION
The investigation on particular to[pic has been conducted for analysing the effectiveness
of utilising grammar games for improving ESL learners understanding about singular as well as
plural nouns. Research also focusses on identification of different grammar games and influence
of the same on motivation level of student. It emphasizes on analysing the learners' perception
about utilization of grammar games for increasing understanding about singular as well as plural
noun (Ordóñez and Natali, 2018.). The twenty-five students have been selected as participants in
investigation procedure. Basically four grammar games has been organized for the duration of
four days. 25 students from institute has been selected for providing the valuable information
related to the topic chosen for investigation. Interview technique has been applied for
accumulation of the facts relate to the subject. Qualitative technique has been applied by
investigator for analysing the information. By analysing the information in the literature review
section, it has been found that competition based games can be helpful in developing the interest
of learning English grammar among students (de Kleine and Lawton, 2018.).
It has been analysed from the data collected that out of 25, there are 12 participants have
stated that it is the grammar games which can be helpful in context of improving learning. Those
people also perceives that interactive learning mechanism assist student in practising English
grammar. Games also enables student to learn English grammar in an authentic environment.
Other thing which has been analysed that learning outcomes can be improved by organizing the
game based activity within institution (Senzaki, Lanter and Shimizu, 2019.). From the above
analysis it has also been analysed that the grammar games have positive influence on the
motivation level of students. It is through the games they found learning English grammar more
interesting. The other fact which has been analysed from the above is that the students have
positive response towards inclusion of the grammar games in ESL (Nelson, 2019.). It has also
been found that I game based activities are conducted by teacher in classroom at regular interval
of time. The other fact which has been discovered from the above analysis is that competition
based games are more proffered as well as enjoyed by the students. In addition to this, majority
of the students have also stated that it is the competition based games which encourages them to
take high initiatives for improving their learning procedure. It has also been concluded that
majority of the participants perceives that through games English grammar can be learned by
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students more quickly (Adi, Amalia and Aridah, 2018). The other fact which has been found is
that through playing games an individual can develop better understanding about singular as well
as plural nouns. Many of the respondents have shown their complete agreement with the fact that
games plays very crucial role in learning procedure. Lack of proper arrangement of the game is
considered to be as one of the major issue. Many of the respondents that is students have shown
their interest in the English grammar games. It has also been analysed that proper planning of
English grammar is very much essential in order to produce desire learning outcome (Santoso,
2018.). The other fact which has been discovered is the competition based games are more
interesting for students who are less interested in learning or face difficulty in learning English
grammar. During the investigation there were few participants those who denied from answering
the questions as they do not want to share information about institutions.
It is required to focus on the fact that research conducted on the topic does not provide
enough proof in relation to utilization of games for teaching English grammar. In addition to
this, investigation conducted is limited to the students enrol in the institution. So it can be
considered to be as the outcome of this investigation are not generalized. It has been
recommended by majority of the students that tutors in institutions should organize English
grammar or other learning activities at regular interval of time. Majority of the respondents
perceives that English grammar games should be organized in the mid sessions.
CONCLUSION AND RECOMMENDATIONS
From the study it can be concluded that for improving the learning among students along
with the lecture delivery advanced and interactive methods can also be used. The use of grammar
games can be of significantly useful particularly for the ESL learners. It has been analysed that
ESL institutes are engaging such practices for improving the learning. However, there has been
different perspectives among learners to accept such methods. It has been analysed that though
grammar games proves to be effective in terms of improving communication and participation of
the learner but still certain factors need to be improved. One of the factors which has been
evaluated form the discussion is that a good proportion of the learners assume that continuous
involvement of such games minimise the proper utilisation of the time.
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Thus, a good quality of time is consumed in organising the game instead of improving the
quality of learning. It has been also analysed form the discussion that to enhance the learnings of
English ESL teachers are using variety of games so that student interaction can be increased and
learning environment can be made more productive. It can also be concluded from report that to
optimise the benefits and utilisation of grammar games in learning of singular and plural nouns
several improvements must be incorporated by the teachers. For instance a same type of game
may not found excited by all the learners. Like the use of games which leads competition in the
class may seem less impressive to average learners. On the other hand the blackboard based
games may not sound impressive to the high performer learners.
Thus, it is the responsibility of the teachers and ESL institutes to develop effective
framework for the grammar games. The teachers must assure that the games planned by them are
effective enough to inspire all the learners. Thus instead of adopting a same type of game
educators can also use diversity in the games so that participation of the learners can be ensured.
It can also be concluded that when grammar games are used properly in the learning
environment they tend to benefit the learning process and communication among learners and
teachers. It has been also evaluated that there is no doubt that game sessions makes study more
inclusive and interactive.
However, it also depends upon the teachers to make the students excited regarding the
practice. For example many teachers initiate the games in the beginning of the class and session
when most of the students are not aware of the theoretical knowledge. As a result of this, the
average learners hesitate to participate in the games. Thus, for ESL institutes it is recommended
that such types of games must be included particularly in the mid sessions and for the complex
concepts. Since in the mid sessions learners are well aware of the theory they find it easy to
participate and associate with the games.
It is recommended that for the continuous improvement in learning innovations in the
teaching process is necessary. The innovations and improvements can be in the form of grammar
games. The teachers must emphasis on different needs and interest of the learners so that
learning approaches can be improved. The visual tools are known to be the best approach for
ensuring the equal and high participation of ESL learners. The visual aids have positive impact
on the learner's mindset and their perspective towards the learning material. The use of games
makes it very convenient for the learners to identify the implications of grammar games. The
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continuous learning in the classrooms through routine and conventional procedure makes the
teaching process very boring and less interesting.
Thus, it is very essential that instead of using the same methods of teaching ESL learners
must be educated using games. It has been also observed that use of games also has positive
impact on the quality of learnings obtained by the learners. For instance there are several
concepts and trends in the language which are not known to the foreign learners. These trends
are popular in the regular life but are not included in the theoretical base as well. Thus, for
achieving the learning outcomes with more efficiency it is required that ESL learners must also
be able to identify and learn such practical implications and use of language. This objective
cannot be accomplished by following a routine framework.
Instead, it requires the use of grammar games so that learners can understand the practical
considerations and applications of the theoretical knowledge. From the discussion it can be
concluded that for sustaining the quality learning and enhancing the learning outcomes
appropriate and suitable grammar games can be used by the ESL institutes. The learners and
service providers both must contribute equally in participating and initiating such games within
learning environment. The learning environment must have ability to adopt the wide range of
grammar games which can enhance the learning efficiency of the learners.
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Tammenga-Helmantel, M., Arends, E. and Canrinus, E.T., 2014. The effectiveness of deductive,
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Online
The Ultimate Guide to ESL Grammar Games. 2019. [Online]. Available Through:
<https://www.fluentu.com/blog/educator-english/esl-grammar-games/>
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