ĐẠI HỌC THÁI NGUYÊN

TRƯỜNG ĐẠI HỌC SƯ PHẠM

BÁO CÁO TỔNG KẾT

ĐỀ TÀI THAM GIA XÉT TẶNG GIẢI THƯỞNG

KHOA HỌC VÀ CÔNG NGHỆ DÀNH CHO SINH VIÊN
TRONG CƠ SỞ GIÁO DỤC ĐẠI HỌC NĂM 2022

TÊN ĐỀ TÀI:

USING GAME-BASED LEARNING PLATFORMS

TO ENHANCE ENGLISH GRAMMAR USE AMONG ETHNIC
MINORITY STUDENTS

Lĩnh vực khoa học và công nghệ: Khoa học nhân văn
Chuyên ngành thuộc lĩnh vực khoa học và công nghệ: Ngôn ngữ học
 ĐẠI HỌC THÁI NGUYÊN
TRƯỜNG ĐẠI HỌC SƯ PHẠM

BÁO CÁO TỔNG KẾT

ĐỀ TÀI THAM GIA XÉT TẶNG GIẢI THƯỞNG

KHOA HỌC VÀ CÔNG NGHỆ DÀNH CHO SINH VIÊN
TRONG CƠ SỞ GIÁO DỤC ĐẠI HỌC NĂM 2022

TÊN ĐỀ TÀI:

USING GAME-BASED LEARNING PLATFORMS

TO ENHANCE ENGLISH GRAMMAR USE AMONG ETHNIC
MINORITY STUDENTS

Lĩnh vực khoa học và công nghệ: Khoa học nhân văn
Chuyên ngành thuộc lĩnh vực khoa học và công nghệ: Ngôn ngữ học

Sinh viên thực hiện: Phạm Khánh Huyền Nam, Nữ: Nữ

Chuyên ngành: Sư phạm Tiếng Anh
Người hướng dẫn chính: TS. Ngô Thị Bích Ngọc
 ABSTRACT

This study investigates how first-year ethnic minority students respond when
using game-based learning platforms in English grammar learning and how these
platforms work in enhancing students’ grammatical competence. The participants of
the study were 30 first-year ethnic minority students. Pre- and post-tests, as well as
pre- and post-questionnaires, were used to collect data for the analysis. The findings of
the study show that game-based learning platforms could help improve the students’
attitudes toward grammar learning and enhance their grammar mastery. Based on the
results of the research, implications for teachers, students, and institutions were
recommended by the researcher. In addition, suggestions for further research were also
provided.
 TABLE OF CONTENT
ABSTRACT.....................................................................................................................i
TABLE OF CONTENTS................................................................................................ii
LISTS OF TABLE AND FIGURES… .........................................................................iii
LIST OF ABBREVIATIONS........................................................................................iii
CHAPTER I: INTRODUCTION
1.1. Background to the study...................................................................................... 3
1.2. Research questions.............................................................................................. 4
1.3. Aims of the study................................................................................................ 5
1.4. Scope of the study............................................................................................... 5
1.5. The significance of study.................................................................................... 5
1.6. Structure of the study:.......................................................................................... 5
CHAPTER II: LITERATURE REVIEW
2.1. The scope of grammar…………………………………………………………..6
2.1.1. Definition of grammar……………………………………………………….. 6
2.1.2. Importance of grammar……………………………………………………….8
2.1.3. Methods of teaching grammar……………………………………………...…8
2.1.4. Challenges in learning English grammar…………………………………… 10
2.2. Game-based platforms…………………………………………………………10
2.2.1. Some popular game-based learning platforms……………………………… 11
2.2.2. The scope of Quizizz, Educandy and Nearpod…………………………… 13
2.2.2.1. The scope of Quizizz ……………………………………………………..
a. Definition of Quizizz ………………………….……………………...............13
b. Characteristics and Application of Quizizz………….………………………..15
c. Steps to join in Quizizz……………………………….……………………….16
2.2.2.1. The scope of Nearpod ……………………………………………………..
a. Definition of Nearpod………………………….……………………...............13
b. Benefits and challenges of Nearpod ……..………….………………………..15
c. Steps to join in Nearpod…………………………….………………………...16
2.2.2.1.The scope of Educandy ……………………………….…………………
a. Definition of Educandy ……………………….……………………...............13
b. Characteristics, benefits and drawbacks of Educandy .....…………………. 15
c. Steps to join in Educandy ………………………..….……………………….16
Chapter III: METHODOLOGY
3.1. Research questions…………….…………….…………….…………………….
3.2. Context of the study…………….…………….…………….…………………
17
3.3. Subjects of the study…………….…………….…………….…………………17
3.4. Methods of the study…………………………………………………………..17
3.5. Data collection instruments…………………………………………………....20
 3.5.1. Tests…………….…………….…………….…………….………………….20
3.5.2. Questionnaires……………………………………………………………….21
3.6. Models for using game-based learning platforms in teaching English
grammar…………….…………….…………….…………….…………….…………21
3.7. Procedure of data collection…………….…………….………………………. 21
3.8. Data analysis…………………………………………………………………...22
CHAPTER IV: FINDINGS AND DISCUSSION
4.1. Current situation of students' English grammar learning………….………… 24
4.2. Impacts of game-based learning platforms on students’ grammatical
competencies…………….…………….…………….…………….………….........25
4.3. Students' attitudes towards learning grammar…………….…………………..28
4.4. Discussion…………….…………….…………….…………….……………...
34
CHAPTER V: CONCLUSION
5.1. Summary of the study…………….…………….…………….………………. 35
5.2. Implications…………….…………….…………….…………….…………… 35
5.3. Limitations of the study…………….…………….…………….……………...36
5.4. Suggestions for further study…………….…………….…………….……… 36
REFERENCES…………….…………….…………….…………….………………. 38
APPENDICES…………….…………….…………….…………….……………….. 45
APPENENDIX 1…………….…………….…………….………….………………. 38
APPENENDIX 2…………….…………….…………….………….………………. 38
APPENENDIX 3………….…………….…………….…………….………………. 38
APPENENDIX 4………….…………….…………….…………….………………. 38
APPENENDIX 5…………….………….…………….…………….………………. 38
 LIST OF TABLES AND FIGURES

LIST OF TABLES
Table 1: Procedure of data collection..............................................................................5

Table 2: The results of Pre-test 5

Table 3: Descriptive Statistics of pre-test on students’ performance 5

Table 4: Descriptive Statistics of post-test on students’ performance 5

Table 5: Statistics of pre-test and post-test scores 5

Table 6: Correlations between pre-test and post-test results 5

Table 7: Paired differences between pre-test and post-test 5

Table 8: Weekly average number of correct answers 5

Table 9: Students’ difficulties in learning grammar 5

Table 10: Students’ opinions about the effectiveness of game-based learning platforms
in enhancing their grammar competence 5
LIST OF FIGURES

Figure 1: SAMR Model...................................................................................................5

Figure 2: Three phases in conducting the research 5

Figure 3: The results of Pre-test 5

Figure 4: Students’ opinion on the importance of grammar in language acquisition 5

Figure 5: Students’ interest in grammar lessons 5

Figure 6: Students’ attentions during grammar lessons 5

Figure 7: Students’ interest in grammar learning via game-based learning platforms

5

Figure 8: Students’ attention during grammar lessons before and after the use of game-
based learning platforms 5

LIST OF ABBREVIATIONS

TNUE Thai Nguyen University of Education

CEFR The Common European Framework of Reference for Languages
 CHAPTER I
INTRODUCTION
1.1. Background to the study
English is the third most often spoken language after Chinese and Spanish and
is the official language of over 53 countries and territories, as well as the European
Union (due to population disparities in use). As a result, learning English plays an
important role in our lives and provides us with a great deal of benefits. Learning
English can better ourselves and our lives. It is a perfectly reasonable drive to pursue
our ambitions higher and farther, otherwise we will find ourselves securely grabbed in
our own future hands. Learning English is also an important condition for us to access
and update knowledge sources from all around the world. Besides, learning English
can assist us in becoming socially engaged, communicatively confident, and eager to
learn about the cultures of other nations across the globe.
To utilize English effectively in our daily lives, we must understand English
grammar. Grammar, according to linguistics, is a collection of linguistic components
such as words, phrases, sentences, and other language elements that are ordered
according to rules and order to make a full and coherent sentence. If this is broken,
even if it is only a sentence without a semicolon or a semicolon in the wrong place, the
phrase's meaning becomes confusing and unclear. Readers will have to read and reread
the text several times before predicting the meaning. A grammatically accurate
expression in communication will make the conversation more fascinating and
thrilling. No one enjoys having a chat with someone who continually interrupts the
discourse to ask what he or she wants to discuss. As a result, poor language in
communication will induce discomfort and negative feelings in the other person. In
summary, we need to study as much English grammar as possible if we want to grasp
the meaning of other people's words or if we want to improve our ability to
communicate ourselves. Anyone who wishes to use English successfully has to know
English grammar.
Students are probably no longer surprised by the word "English grammar," as
they have been taught about it extensively in the school curriculum since they were
young. Understanding grammar has not always been a priority for many students, even
though it is required for mastering the four fundamental English skills, namely
listening, speaking, reading, and writing. Despite the fact that English grammar is
exceedingly essential, it is quite complex and monotonous to learn. As a result, it can
not always be mastered by all students.
To address this issue, students' attention to each grammar instruction must be
evoked. Fortunately, technology has considerably advanced and grown throughout the
Fourth Industrial Revolution to the point that it has had great impacts on the
educational area. Teachers are being “forced” to alter their pedagogical practices these
days because these practices are heavily affected by an ever-updating technology.
Teachers also have a responsibility to train younger generations to gain key
competencies such as digital competency, problem-solving skills, creative and critical
thinking, as well as create a feeling of ownership in their learning. The teaching and
learning of English grammatical tenses have also improved as a result of this. One of
the most useful and practical technology applications is a game-based learning
platform. Game-based learning through online interactive games is a modern, relevant,
and successful method of conveying critical knowledge and skills. Several prior
studies have found that language games can improve learners' interest and willingness
to study.
Cheng and Su (2012) claimed that game-based learning may let learners
become the focus of their learning, making it easier, more engaging, and more
successful. This aligns with 21st-century learning concepts, which emphasize student-
centered learning and encourage the use of enjoyable and engaging learning
experiences.
Pelling (2011) popularized gamification in education, and his work led to the
development of a number of interactive game-based learning platforms, including
Quizizz, Kahoot!, Quizlet, and Plickers, etc. However, in this study, the researcher
decided to use Quizizz, Educandy and Nearpod as game-based platforms to enhance
English grammar use among ethnic minority students at Thai Nguyen University of
Education (TNUE).
1.2. Research aims and research questions
This research aims to enhance ethnic minority students’ English grammar
competence through the supplementation of game-based learning platforms in
grammar teaching and learning at a university in the mountainous region. Particularly,
it seeks to answer the following questions:
i) What is the current situation of grammatical competence among ethnic minority
students?
ii) How does the use of game-based learning platforms affect ethnic minority
students’ grammatical competence?
iii) What are the students’ attitudes towards the use of game-based learning
platforms in learning grammar?
1.3. Scope of the study
Due to time constraints, 30 first-year ethnic minority non-English majors out of
810 ethnic minority students at TNUE were invited to participate in the study.
Moreover, the grammatical items to be included in the game-based learning platforms
implemented in this study covered the prominent items in the current textbook used in
the English syllabus for non-majors at the university. For students’ convenience in
experiencing the platforms, three game-based learning platforms were introduced to
the students during the research period, namely Quizizz, Educandy and Nearpot.
1.4. Significance of the study
For students: The results of this study might be beneficial to students because
they could bring them an opportunity to improve their grammar use. In other words,
they might give the students a new method that is more interesting and effective when
learning grammar.
For teachers: The results of this study might also be useful for teachers or
instructors since they could provide them with new tools to help them teach English
Grammar use more effectively.
For researchers: Furthermore, the findings may be significant to future
researchers since they might indicate the utility of game-based learning platforms in
improving grammar use among students, emphasizing the necessity of creating
appropriate learning materials for students to enhance grammar learning.
1.5. Structure of the study

The study included five main chapters: introduction, literature review,

methodology, findings and discussion, and conclusion.

Chapter 1: Introduction presented basic information such as the rationales, aims,

scope, significance, and organization of the study.

Chapter 2: Literature review set up the theoretical background that is relevant to the
purpose of the study such as listening comprehension, storytelling, teaching listening
comprehension using Storytelling as well as previous studies.

Chapter 3: Methodology mentioned the method of conducting research including the

method of the study, the study setting, participants, data collection instruments, data
collection procedure, and data analytical method.

Chapter 4: Findings and discussion presented research findings and discussed

research questions.

Chapter 5: Conclusion summarized the key issues in the study, points out the
implications, limitations, and provides some suggestions for further study.
 CHAPTER II
LITERATURE REVIEW
2.1. Grammar in English learning
2.1.1. Definition of grammar
The grammar of a language includes basic aspects like verb tenses, articles,
adjectives as well as their proper order, question organization, and more. Grammar
is required for the language to work. It would be ludicrous if communication did not
include grammar; effective communication requires the use of grammar.
Grammar is described as a system of rules and guidelines that govern the
conventional arrangement, order, and relationship of words in a phrase, making it
easier to learn and acquire any foreign language anywhere in the globe while also
fostering total language proficiency (Brown,1994). Grammar is one of the most
important and necessary components of language teaching and learning, according to
Canale and Swain (1980). Also, Singh (2011) stated that grammar is one of the most
important parts of a language, and it relates to the correctness and precision of a
language. That is to say, it morphologically, phonologically, syntactically, and
semantically characterizes, formulates, and forms language.
Grammar, according to Chomsky (1986), can be utilized with a systematic
ambiguity. On the one hand, it relates to the linguist's explicit theory, which he or she
established and created, as well as a description of the speaker's competence. On the
other hand, it might be used to refer to the competency itself. Besides, Abu Taleb
(2015) indicated that grammar is the language's systematic and ordered structure; it is
the set of rules that allows users of a language to construct and generate meaningful
words, phrases, and paragraphs.
Beverly (2007) defined grammar as a language's tone, spirit, structure, and
well-organized meaning system. Grammar exists in every language on the planet, and
each language has its unique type of grammar. He also claims that those who speak a
language are better able to converse and connect with one another. That is because
they are all familiar with its grammatical structures, rules, and systems, implying that
they are aware of the important rules and principles of grammar.
Thornbury (1999) defined grammar as the study of the many structures and
forms that can exist in a language. He also argues that, traditionally, grammar has been
almost exclusively concerned with sentence-level analysis. Grammar, he says, is a
description of the points, structures, and rules that control the formation of sentences
in a language.
From the view of Webster’s New Collegiate Dictionary (1977), our core term,
grammar, has four major and several smaller delineations. The first one is the study of
word classes, inflections, and functions and relationships in a sentence or the study of
inflection and syntax that should be favored and avoided. The second one is a
language's distinctive system of inflections and syntax. The third one is a grammar
book or a speech or piece of writing that is graded on its grammatical rules
compliance. The last one is an art, science, or technique's principles or norms.
According to James D. Williams, “Grammar deals with the structure and
analysis of sentences”. Furthermore, grammar is described as "the way words are put
together to form accurate sentences" (Ur, 1996, p. 75), and it serves as a guideline for
producing language output. As a result, teaching grammar is an important part of any
language education program, and grammar itself occupies a central and prominent
place in “accumulated entities” (Rutherford, 1987, p. 4), which aid learners in
progressing from zero to a particular level of language ability.
Grammar is also the structural underpinning of a person's capacity to
communicate. The more he understands how it works, the better he can keep track of
the meaning and efficacy of the words he and others use. It can aid in the development
of accuracy, the utilization of richness, and the detection of ambiguity in the English
language. Grammar benefits everyone, not just English instructors, but teachers of any
language or anything, because any form of instruction is ultimately and unavoidably
an issue or cause of understanding meaning (Nordquist, 2006).
There are numerous meanings for the term “grammar”, yet understanding what
grammar is may be challenging. In this study, the researcher defines grammar as a
collection of structures and rules that describe how words are used, manipulated,
combined, and ordered to aid learners' comprehension of the English language in
eleventh grade, and to build longer units of meaning.
2.1.2. Importance of grammar
Grammar is seen as having an extremely important and necessary role in any
language due to the fact that any language cannot be correctly and accurately
transmitted or transferred without grammar. Thus, grammar-less language is seen as
senseless and purposeless to some extent. It is backed up by Sik (2014), who claims
that "grammar's role is to communicate messages accurately" (p.8). A sentence's
meaning cannot be comprehended if it is spread in an unclear manner. Simply said,
incorrect phrases do not provide clear comprehension or meaning. According to the
aforementioned definitions from many academics, the researcher may conclude that
grammar is highly significant since it can assist learners in writing and speaking
English in a structured manner. The structure is exact, well-ordered, and well-
organized. If students do not understand the fundamentals of grammar, they will be
unable to communicate effectively. Therefore, young learners should study or even
acquire the English language with a clear, clear, and proper structure, so that they may
speak and write English more accurately and correctly in the future. Learners who
acquire a language without grammar are able to communicate successfully in a
restricted set of contexts. Furthermore, grammar is regarded as a critical component of
instruction. As a result, knowing grammar is critical; writing and speaking English
with proper grammar is preferable to not doing so.

2.1.3. Methods of teaching grammar

Because of the importance of grammar, as previously stated, numerous
researchers have employed a variety of ways to aid in its acquisition. Jendeya (2015)
applied the 5E Model, Saker (2015) applied the Jigsaw Technique, Abu Shagga (2014)
applied computerized educational games, Yu (2005) applied games as a teaching
strategy, and Vagiatidou (2010) applied two opposed grammar teaching approaches.
Due to the fact that technology gives real materials, endless exercises, and resources
on grammar education, technology may play a significant and vital part in teaching
and learning English in second language classrooms. This helps and eases learners'
understanding and allows them to use language more actively.
Applications on mobile phones, tablets, computers, and iPads are excellent
tools for students to use to study and practice English. While employing them, be
motivational, intriguing, and entertaining. They allow students to put their knowledge
and facts about certain topics (verbs, for example) to the test. Points of grammar,
prepositions, tenses, and so on). In addition, the programs maintain track of learners'
growth and development, allowing them to skip questions by using Mobile phones'
screens that may be shaken or clicked. These programs can also allow students to
participate in a variety of engaging and inspiring activities, such as on mobile phones
or smartphones, you may play Scrabble and Boggle. Many academics have utilized
mobile learning to teach English courses, demonstrating the value of incorporating
mobile learning into classroom activities. Wang (2016), for example, employed a
mobile-assisted learning system; Shih-hsien (2012), mobile learning devices; and
Ramli (2010), mobile learning environment through SMS. These research' findings
suggest that they aid learning, promote a good attitude, and boost motivation.
Besides, in the history of EFL teaching technique, grammar has been taught in a
variety of ways using popular approaches and methods. (1) Grammar Translation
Method; (2) Direct Method; (3) Audio-lingual Method; (4) Total Physical Response;
and (5) Communicative Language Teaching Approach are some of the techniques and
methods that are commonly used.
(1) Grammar Translation Method: The primary purpose of this technique of
language learning is to read, comprehend, and translate a language's literature.
Before they can grasp the language, such as sentences, learners must first
master the rules. Furthermore, learners must demonstrate a high degree of
translation, reading, and writing accuracy. According to this theory, grammar
plays a significant part in language learning.
(2) Direct Method: The Direct Approach is another classic method for learning
and teaching language in a natural way. The grammatical rules will be
introduced when the language has been used and practiced. For meaning
comprehension, learners must be given context; as a result, learners are given
instances and must figure out the rule or generalization of grammatical
structures from the examples supplied in the lesson.
(3) Audio-lingual Method: The purpose of this strategy is to assist pupils in
communicatively using the language. Grammatical aspects are taught
inductively through examples, with no specific grammar rules supplied.
Learners will be able to practice using grammatical phrase patterns using this
way.
(4) Total Physical Response Method: Instructors provide directions in the target
language to students, and then students reply with whole-body motions. This
helps them react to the language without having to think too hard about it,
which minimizes worry and tension.
(5) Communicative Language Teaching Approach: In this approach, the capacity
of learners to communicate is the primary goal of language education and
learning. Learners will need to understand language forms, meanings, and
functions in order to achieve this aim. As a result, before engaging in
communicative actions, the grammatical aspect is measured.
2.1.4. Challenges in learning English grammar
For most students, grammar appears to be a considerable problem. When
writing in English, students commonly commit grammatical mistakes (Singh, et.al
2017). Al-Mekhlafi & Nagaratnam (2011) considered that grammar is frequently cited
in the classroom as a source of discomfort for students while creating numerous words
in English, and they may feel under pressure to learn English as a result of the
grammar.
In response to this issue, many instructors have attempted to make grammar
instruction a fun, innovative, and helpful activity within the English curriculum, but
they still struggle to engage students and ensure that they understand the grammatical
principles.
2.2. Game-based learning platforms
Games have been shown to encourage students (Cózar-Gutiérrez & Sáez-
López, 2016; Crookall, 2007; Hao & Lee, 2019, Peterson, 2010), resulting in
educational improvement in a variety of areas (Hou & Li, 2013). "The gaming
technique was proven to enhance students' learning achievement and motivation"
(2017, Hwang et al.). Some British researchers, on the other hand, have pointed out
that there is still a research gap in evidence proving the effectiveness, which has to be
investigated (Hainey, Connolly, Stansfield, & Boyle, 2011ab).
Despite the fact that several papers imply simulation games might elicit
intrinsic motivations and contribute to educational goals, there is still a research
vacuum that needs to be filled. That is, more recent field studies are needed to provide
more precise data and demonstrate the positive effects of simulation games on
students' knowledge development (Hainey, Connolly, Stansfield, & Boyle, 2011a).
Simulation games (Mayer, 2019) can be found on the internet and in markets of
the 3C (communication, computer, and consumer), and educational games focusing on
language learning can be easily found on Facebook by language learners, but there are
insufficient empirical studies indicating how online games with English interfaces can
increase language learners' English acquisition.
Only 172 of the 7392 publications discovered by Hainey et al. (2011b) in the
newer pedagogical game-based learning area were empirical, and only 64 of these
were assessed to have an adequate technique. They are the driving force behind this
technology in education research initiative, which aims to use an ideal course design
and data analysis to address the gap in the literature, particularly in the field of English
teaching. Therefore, more empirical studies should be done to understand the usage of
computer games in education and entertainment.
 Language learners can improve their vocabulary mastery by playing games,
according to Smith, Drobisz, Park, Kim (2013). In the realm of English language
teaching and learning, there is insufficient data to show that game-based learning
improves students' English speaking and listening abilities. Game-based teaching
encourages students to think in terms of models and abstractions (Taylor, 1990).
2.2.1. Some popular game-based learning platforms
By introducing gaming components into the grammar lessons in classrooms,
game-based learning platforms are used to improve student engagement and
productivity. Below is a list of game-based learning platforms with major highlighted
characteristics like game components and templates.
Quizizz
Quizizz is an application used to test knowledge in subjects as well as social
knowledge through the form of multiple choice answers. The multiple-choice
questions in Quizizz belong to many categories with different levels for students to try
and assess their own level; teachers and parents can also access quizzes shared by
others to use in teaching and tutoring their children. Overall, Quizizz is suitable for
both home and classroom learning.
Kahoot!
Kahoot! employs aesthetically attractive gamification components to promote
engagement and assure greater completion rates among learners as an online quiz
creator and game-based learning platform. Students can use a computer browser or a
mobile app to access these interactive games and quizzes, which are known as
"Kahoots." The greatest aspect is that they may be displayed on a shared screen and
replied to simultaneously by a group of "players" through any video conferencing
platform. Alternatively, users may make Kahoots a self-paced task for each team
member to complete asynchronously. This platform also gives statistics and analytics
to instructors, allowing them to solve knowledge gaps and provide feedback.
Quizlet
Quizlet is a popular online quiz creator noted for its flashcard style. Its game-
show-style material may be utilized in educational and staff training environments. For
quicker quiz game creation, users have access to a library of pre-made flashcard
stacks. They may even make their own from scratch if they would like to. They may
also integrate audio and visual elements in their flashcards. This program is free, but if
users want analytics and customization choices, they will need to upgrade to the
commercial service.
Gimkit
Gimkit is a game-based learning platform available on any device. To guarantee
mastery of the topic, learners will be exposed to questions several times in a Kit. In-
game cash is used to purchase upgrades and power ups and may be reinvested.
Students may make purchases that are tailored to their abilities with millions of
combinations available. Meanwhile, teachers can make courses and assignments more
dynamic and interesting with 10 unique game types and more on the way.
Blooket
Blooket is a fun and cute puzzle game creation website for students. Like other
game creators such as Kahoot, teachers create quizzes, then launch the game on
Blooket. Students can join by entering a code on the web, and then answering
questions in real-time using a mobile device. Students can work in teams or
individually, and whoever has the fastest correct answers wins. The unique thing about
Blooket is that the puzzles are nested within the context of different games - each with
its own theme and rules. For example, in the racing mode, students can answer five
questions, and then watch their avatars go head-to-head in a race determined by the
number of questions done.
Educandy
This is a great learning game design software where students just need to enter
questions in a few minutes and teachers can create many fascinating learning games
for them. Teachers can completely use Educandy in the classroom or design exercises
in the form of mesmerizing game shows and give students to play at home. After
designing the game show, the teacher sends the link or the code for the children to
practice anytime, anywhere as long as there is an internet connection.
Nearpod
A totally free educational resource is Nearpod. Increased engagement between
students and other students as well as between professors and students is made
possible in the classroom thanks to Nearpod. Students can use this app to write, draw,
talk, respond to multiple-choice questions, or submit assignments to teachers and
receive immediate feedback. More intriguingly, it enables teachers to use all of their
available materials, including PowerPoint presentations, webpages, and videos.
Without having to alter it, teachers can directly insert existing data onto this website in
its entirety.
Baamboozle
Baamboozle is an online learning platform that teaches through games. It comes
with a variety of activities to get your pupils started, but you can also create your own.
As a result, when teachers contribute their own problems to the resource pool, the
library of information continues to increase. Baamboozle is an excellent choice for
both in-class and remote learning, as well as homework. It is feasible to game and
study from practically anywhere because students may access it from their own
devices.
Above are some popular game-based learning platforms and there are a lot of
other kinds of game-based learning platforms that students can use for their learning.
However, in this study, Quizizz, Educandy and Nearpod were used to measure its
effectiveness in helping students improve their grammar competence. They are
considered as applications used to test knowledge in subjects as well as social
knowledge through the form of multiple choice answers. The questions used in these
platforms belong to many categories with different levels for students to try and assess
their own level; or teachers, parents can access questionnaires shared by others to use
in teaching and tutoring their children. Overall, these apps are suitable for both home
and classroom learning.
2.2.2. The scope of Quizizz, Educandy and Nearpot
2.2.2.1. The scope of Quizizz
a. Definitions of Quizizz
Quizizz is a game-based learning platform that introduces multiplayer activities
to classrooms and makes in-class exercises more dynamic and enjoyable. Students can
use Quizizz to complete in-class tasks on their mobile devices. Unlike other
educational applications, Quizizz incorporates gaming elements such as avatars,
themes, memes, and music to make learning fun. Quizizz also encourages students to
study by allowing them to compete with one another. Students take the quiz in class at
the same time and track their progress on the leaderboard.
 According to MacNamara & Murphy (2017), Quizizz is an educational software
that uses the gamification idea. Students will have a game-like experience thanks to
the colorful UI, avatars, and music. Quizizz will show photos with memes after
students have answered each question to determine if the answer is correct or
incorrect. This is a treat for pupils.
"Quizizz is a fun multiplayer gaming platform or application classroom activity
for quiz-games," said Basuki and Hidayati (2019). Leaderboards, time limits, points,
and social connections are all gamification elements in Quizizz that improve user
engagement and motivation while also providing a sense of empowerment in
completing the task.
b. Characteristics and Application of Quizizz
In terms of how to make and launch a Quizizz game, Quizzes may be made in a
number of different forms, including true or false, multiple choice, and so forth. First
of all, users need to visit the Quizizz website by registering at https://quizizz.com. For
users who are teachers or instructors, they can choose to set the quizzes as public or
private. The quizzes can be shared with other teachers or instructors if the quizzes are
public. Teachers or instructors can begin a quiz in class by sharing a game code which
is automatically created by the website with students. Then students can input the
game code and join the game on their mobile devices such as computer, smartphone,
iPad, etc. They usually start to feel aroused at that moment. Instructors may keep track
of how many students are entering the game (by viewing their names and avatars on
the screen) and start it once everyone has signed up. Moreover, instructors can alter the
game's settings in a number of ways, including turning on or off the background
music, ranking based solely on correction rate or both correction rate and time spent
completing the quiz, ranking showing all students or only the top five students, shuffle
questions or not, and so on. Instructors can assign the quizzes as homework, allowing
students to complete the questions on their phones after class.
With relation to how Quizizz has a beneficial impact on users, particularly
students, who receive an immediate response in the form of a meme displayed on the
screen after each question is completed. If the answer is accurate, funny graphics with
phrases such as "excellent effort" display; if the answer is incorrect, phrases such as
"try again" appear. The memes entertain the students, putting them at ease and
encouraging them to reply to the following issue. The scoreboard, which displays
students' current ranks depending on their performance, is one of Quizizz's most
distinguishing features. During the quiz, students can check their current standing at
any moment. Second, with teachers or instructors, when all of the pupils have
completed the quiz, the teacher can call the game to a close. Students can look over all
of the questions and inquire if there are any that they don't understand (with their own
answers and solutions). Instructors may use the correction rate to quickly highlight
critical subjects and help students realize where they need to improve. The quiz reports
are Excel spreadsheets that may be downloaded from the internet.
c. Steps to join in Quizizz
Step 1: Sign up for a Quizizz account or log in if you already have one.
Step 2: Enter the code that your teacher provided on the Quizizz join page.
Step 3: In the name field, type your name. To make a fun Quizizz name, click the
arrow button. You can choose from three names selected at random.
Step 4: If necessary, adjust the parameters (Music, Memes, Read aloud option,
Sound effects can be enabled and disabled).
Step 5: When you're ready, click Start
2.2.2.2. The scope of Nearpod
a. Definitions of Nearpod
One tool that is thought to improve instruction and learning is called Nearpod
(Hakami, 2020). Teachers can create PowerPoint presentations with interactive
activities to enhance learning using the Nearpod program. Students can complete the
tasks using their computer, smartphone, or other electronic device. According to
Mattar (2018), one of the key benefits of using the Nearpod is to enhance active
learning in the classroom because it provides a variety of opportunities to involve
students. Therefore, according to Dong, Kavun, Senteney, and Ott (2018), one of the
apps that would promote interactivity and collaborative communication in the
classroom is Nearpod (Hakami, 2020).
b. Benefits and challenges of Nearpod
By integrating Google Slides and PowerPoint, educators can improve current
lessons, develop new lessons, or present prepackaged lessons from the Nearpod
Library. In order to maximize the participatory nature of the platform, Nearpod lessons
are best delivered with a "bring your own device" model (in-person or remotely) or
using a class set of devices. Nearpod may be utilized "front of class," where the
teacher uses a projector to show the lecture and activities while the students participate
vocally. Depending on the layout of the classroom, teachers can either deliver the
lesson at a set pace or allow pupils to go at their own pace. Each started "session,"
regardless of the delivery method, generates a participation report that teachers can
read on Nearpod or download.
Adult education can also benefit from Nearpod, especially in light of the recent
shift to remote delivery. Students can move through Nearpod classes and perform
exercises in any order they choose using asynchronous delivery. It gives learners
certain autonomy whilst providing the advantages of diversity and customisation
(Delacruz, 2014). The "student-paced" delivery method frees lecturers up to help
students who require more attention or clarification when teaching in person.
Similarly, the post-class reports provide teachers more time to concentrate on teaching
during a lesson rather than gathering formative assessment data; that information is
collected by Nearpod for the teacher to analyze later. In addition, a lot of the integrated
activities (such as polls, short answer questions, and Flipgrid) give students the chance
to interact with their peers and express their opinions. In large classes of university
students, Maclean and Crowe (2017) demonstrated that Nearpod could add
interactivity to lectures and that doing so enhanced student motivation. The advantage
of Nearpod is the simplified delivery, even though many of its interactive elements
(gamified learning, collaborative tools, simulations, content distribution, immersive
readers) are available on numerous platforms. Since all of these resources are available
on Nearpod, students can avoid switching between several websites or applications
and instead remain on one page.
Despite these advantages, there are still several fundamental shortcomings with
the Nearpod platform. The main issue with Nearpod's broad adoption is how
dependent it is on reliable internet connectivity and device accessibility. Not every
location or household has access to high-speed internet, and some gadgets can be
prohibitively expensive. This prevents a large number of students from engaging in
Nearpod sessions, especially with remote delivery. While there are resources available
(Nearpod offers free professional development through recorded demonstrations and
live webinars, and there are a wealth of resources available through YouTube), many
instructors would be hard-pressed to make this time commitment given how time-
consuming and challenging Nearpod can be to learn. Important barriers to fully
integrating this platform in practice include equitable access and the learning
algorithm associated with adopting Nearpod.
c. Steps to join in Nearpod
With an internet connection, Nearpod is accessible, students can join the
Nearpod app from any device such as laptops, smart phones.
Step 1: If you are joining from a device with a web browser, go to
Nearpod.com. If you are joining from a smartphone, download the Nearpod
application to join the class.
Step 1: Enter 5 letters that are given to you by your teacher, the click Join
Step 2: Enter the code that your teacher provided on the Quizizz join page.
Step 3: The teacher may have students join the games by 2 ways:with the weblink
or in Google Classroom.
Step 4: Enter your name and click ‘Join” session
Step 5: When you're ready, click Start
2.2.2.3. The scope of Educandy
a. The Definition of Educandy
According to Lestari (2020), Educandy is a particular kind of application that
may produce entertaining online games while also having a direct evaluation tool
when the learning process occurs on the delivered learning materials. Despite the fact
that the games are still educational, the variety they provide prevents learners from
becoming disinterested in their studies.
b. Characteristics, benefits and drawbacks of Educandy
This program can be used as an interactive learning tool and is simply
accessible for individual use as a learning assessment. Making assessments online with
the Educandy application is possible because of modern technical advancements,
particularly the internet. This program can also be used to make tests, matching
exercises, anagram puzzles, word searches, and grouping exercises. There are 18
templates in this application that are available without charge (Septiana, 2021).
 Moreover, Educandy enables educators to quickly and easily construct
engaging interactive learning games by using this pre-made educational game.
Without needing to register an account, students may access the application right
away, and teachers can easily develop lessons by posing questions. Even though the
games were created with learning in mind, they did not make people bored. This game
can be used for both dire
Educandy is a game-based platform that offers several benefits to the users. It is
also known with another American name, which is an 8-in-1 game show application.
The explanation for this name is that teachers can freely choose 8 different game
shows right on one application is Educandy, which is one of the benefits it can bring.
Diverse game shows right on the same platform is another strong advantage that
makes Educandy unique with other high-quality applications such as Kahoot, …
Teachers only need to load lecture materials once and complete the course. can be
used for all 8 game shows without having to load documents many times. Normally,
teachers can completely use Educandy in lectures to deliver entertainment activities to
review old lessons, recall knowledge and skills, and simultaneously use educandy to
summarize the content of the lecture just taught. Another advantage of Educandy is
that this application can completely teach on two online and offline solutions (in the
classroom). With quizlet, most games only apply to subjects such as English or other
foreign languages; however, the strength of educandy is that it can be used in all
subjects. Game shows that Educandy includes – Match X-O – Find words – Vertical
crossword – Horizontal – Fill in the blanks – Match words in the box– Multiple choice
questions– Memory test– Find Hangman words. It is clear that these are games that
teachers and students alike are quite familiar with, and that anyone who listens to them
will have a basic understanding of how to play. Therefore, teachers will not have to
spend much time explaining how to play to their students.
On the other hand, Educandy also has a few minor drawbacks in addition to its
benefits. The first is to note that all students must have access to the internet in order to
participate in the game show. This aforementioned circumstance is unimportant when
teaching online from home, but it poses a minor challenge when doing so in a
classroom setting. The second disadvantage is that these game shows, which people
are also extremely familiar with, should be able to readily elicit a few monotonous,
trite feelings. The novelty and glitz of the game show can occasionally be lost if you
play it frequently and a lot. Therefore, in order to increase student participation,
teachers must use Educandy in addition to a few other high-performance teaching
strategies or integrate with other game shows.
c. Steps to join in Educandy
With Educandy, you can create interactive learning games in minutes by following the
steps below
Step 1: If you are joining from a device with a web browser, go to Educandy.com.
If you are joining from a smartphone, download the Eduacndy application to join the
game
Step 1: Enter the code that are given to you by your teacher, the click Join
Step 2: Enter the code that your teacher provided on the Educandy to join the
game
Step 4:Once students have the code, students can access the game on the device of
their choice.
Step 5: When you're ready, click Start
Students can use Educandy independently or as part of group activities. Since it's
accessible on a variety of devices, they can play review games at home and on their
own time.
2.2.3. Related studies
A number of studies have been done to investigate the roles of game-based
learning platforms in mastering English grammar for students. In order to evaluate the
benefits to language learners of using game-based learning platforms to improve their
grammar ability, several research on the use of game-based learning applications in
education have yielded excellent results
Zhao (2019) investigated the use of Quizizz in an accounting classroom to
incorporate enjoyable learning. Students love Quizizz, according to the study's author,
and the introduction of entertaining and interactive components helps to keep their
attention. The leader board is the students' favorite aspect of Quizizz since it motivates
them to compete and strive for better results. Besides, Ju and Adam (2018) conducted
another study in which they used Quizizz in an Arabic classroom as a game-based.
The findings of this study revealed a large proportion of favorable points in favor of
using Quizizz in Arabic class, as they discovered that Quizizz is a substantially
positive tool in learning institutes, as students are more engaged and attentive in class
while using it. Quizizz is introduced in an English Language Arts classroom by
Hamilton-Hankins (2017), who finds that it has a good influence on student
engagement. Students' perceptions of utilizing various educational applications varies,
according to Chaiyo and Nokham (2017).
Regarding the use of Nearpod, many research agreed that this app offers an
opportunity for transformative integration of digital technologies into a classroom
setting Delacruz (2014) was investigated the using of Nearpod in guiding reading
groups, she compared the traditional guided reading with Nearpod guided reading and
she found found Nearpod to enhance traditional guided reading by providing more
engaging ways to show learning, providing faster results Furthermore, the result of her
study showed that using Nearpod for the guiding reading could be incorporated with
little effort and increased students engagement (Delacruz., 2014). Sanmugam,
Selvarajoo, Ramayah and Lee (2020) conducted their research entitled “ Use of
Nearpod as an interactive learning method”. They reported that by embedding
engaging technology in the student’s learning environment, it could create a
meaningful learning session and an interactive environment. Interactive learning
results in students taking ownership in participating in learning activities and
subsequently develops their knowledge. They also emphasized that Nearpod is a web
based tool that allows students to engage with lecturers during the lecture session. It
also is recommended that web based technology like Nearpod can be used as a
teaching and learning method especially in large class settings to encourage interaction
and promote independent learning among students. Ifa Kalsum’s research (2021) also
showed that students of Tanjungpura University were highly motivated in using
Nearpod because the student's feedback in answering the questions demonstrates the
effectiveness of this app. This study stated that students have good motivation and
attitudes towards the use of Nearpod application. They were very satisfied and
commended Nearpod with its all good features to learn and to engage their motivation.
With regards to Educandy, I Kadek Arya Antara (2021) in his research named
“The implementation of Educcandy as a Digital games-based language learning
application in teaching vocabulary to young learners” demonstrated that with a
moderate level of effectiveness, Educandy has a considerable impact on young
learners' vocabulary retention. Additionally, the students gave Educandy positive
responses, showing increased motivation and passion for learning language. Maziyatul
Ulya (2021) also noticed that Educandy has some benefits as follows. Firstly, it has a
variety of playable word games. Secondly, it is easier for educators to create diverse
quizzes. Thirdly, it is effective for reviewing student understanding. Finally, it makes
practice questions more interesting. However, that the puzzle creator (the author)
cannot know the results of the puzzle players and requires a stable internet is the
limitation of this application.
Compared with the related studies discussed above, the present research fills the
gap that the previous research has not done yet, that is, using game-based learning
platforms to teach English grammar to ethnic minority students. As written by Becker
(2001,) games may inspire students; they can be applied in any level of education.
They can enhance the teaching and learning process very effectively (Setyowati, 2006,
p.58). They may lead to a better acquisition and learning of grammar of the target
language. Students may participate in learning activities and keep their learning
motivation through game-based learning platforms. Employing these platforms, the
teacher may send quizzes to the students through smartphones, tablets, or computers
(Dellos, 2015, p.49) and they can make the learning process of students more exciting
and more effective.
 Chapter III
METHODOLOGY
This chapter presents the subject of the study, data collection instruments,
procedure of data collection and methods of data analysis.
3.1. Research questions
The aim of this study is to investigate the impact of game-based learning
platforms on ethnic minority students’ grammar competence through the research
questions as follows:
i) What is the current situation of grammatical competence of ethnic minority
students?
ii) How does the use of game-based learning platforms affect ethnic minority
students’ grammatical competence?
iii) What are the students’ attitudes towards the use of game-based learning
platforms in learning grammar?
3.2. Context of the study
The study was conducted at Thai Nguyen University of Education (TNUE) in
spring 2021 with the participation of 30 ethnic minority students. The university is one
of key teacher education institutions and a prestigious university in the region of
Northern Midland and Mountain. To accomplish its mission of a teacher education
university in the region, TNUE caters for a wide range of ethnic minority groups,
which accounts for more than 40% of the student population. Among those, Tay,
Nung, Thai are of three biggest percentages with the total proportion of more than
three quarters of the ethnic minority groups while such minorities as Giay, La Ha, Phu
La, Hoa, San Chay, and Si La have only one representative.
English is a compulsory subject in all training programs of the 12 faculties with
10 credits equivalent to 150 class hours. The English language program aims to train
non-English majors to become independent language users at B1 level (according to
the CEFR), who are able to:
● understand the main points of clear texts in standard language if they are
about topics with which they are familiar, whether in work, study or
leisure contexts.
● cope with most of the situations that might arise on a trip to areas where
the language is used.
● produce simple, coherent texts about topics with which they are familiar
or in which they have a personal interest.
● describe experiences, events, wishes and aspirations, as well as briefly
justifying opinions or explaining plans.
(Council of Europe, 2011)
The reference for grammatical contents to be transformed into games was LIFE
textbook (Pre-Intermediate) by Hughes. J, Stephenson. H, & Dummet. P, (2015),
which is the primary textbook in the current English syllabus in TNUE. The book is a
set of 12 units which include 5 parts for practicing language skills as developing
students’ vocabulary and grammar ability with a wide range of communicative
activities. Although all the grammar structures were taken from the book units, the
book itself did not serve as the main source for the exercises and games. Different
types of games and exercises were used to reinforce grammar structures which
students were going to cover during the 8-week study. In the practice stage, the focus
group used language games for practicing selected grammatical items. Games were
also selected from books which were prepared by specialists in this field and widely
used by English teachers. The games were examined in detail according to the
grammatical items the study required. After having chosen the games based on the
grammar items taught to the students, some minor modifications were made by the
researcher, such as changing some of the materials needed for the games or adjusting
the games to the current number and level of the students.

3.3. Subjects of the study

Thirty ethnic minority students as non-English majors in their first year at TNUE
were invited to participate in this study. The percentage of females outweighs the
males with 71.43% compared to 16.67%. These students come from different
provinces in the north of Vietnam, mainly the region of Northern Midland and
Mountain such as Cao Bang, Ha Giang, Thai Nguyen, Bac Can, Lang Son, Bac Giang
provinces. The majority of these students come from poor family backgrounds, and
nearly half of them were the first in their extended family to obtain higher education.
These students’ ages ranged from 17-18 (both males and females) and although
the mother language of all the participants is not Vietnamese, they are all quite fluent
in Vietnamese - the national language as it is the language of instruction in schools
across Vietnam. They were placed in the same classes for all subjects (English
included) with students from other ethnic groups.
Based on a grammar proficiency placement test, the proficiency level of first-
year non English majors was defined as elementary or lower; some were placed
beginners according to the CEFR level division while the Kinh classmates in their
English class could be classified at lower intermediate. Though 100% of the
participants had at least 3 years of learning English, it could be seen that the quality of
English teaching and learning at their secondary level needs to be improved. As a
consequence, this disparity in English proficiency may leave the ethnic minority
students more challenges in their English class. Moreover, the students, who come
from disadvantaged areas, have little or no experience in working with computers;
therefore, Internet-based English learning seems not to provide them with enjoyment
but obstacles and struggles.
3.4. Method of the study
This study adopted the experimental research design. Experimental research is a
scientifically conducted study that employs two sets of variables. The first set acts as a
benchmark against which the second set's deviations are assessed. Nedha (2015)
defined "experimental research" as "research in which a researcher manipulates a
variable in order to reach a conclusion or provide a result." She also stated that
experimental research is an effective method for determining whether or not there are
causal correlations between variables. The researcher can control the independent
variable while monitoring the impact of the dependent variable using this strategy.
Researchers in this form of study create precise settings to test their ideas or
propositions, and then control the experiment and collect data to isolate the
correlations between their defined independent variables and dependent variables
(Swanson & Holton, 2005). Leedy & Ormrod (2001) stated that it entails altering the
independent variable in a visible and measurable way and then observing the effects
on the dependent variables.
According to Nunan (1992), experimental research is the most common type of
research strategy in the physical sciences and several allied subjects. It seeks to
eliminate as many biases as possible. Nunan (1992) also classified experimental
research into three categories, namely pre-experimental, quasi-experimental, and true
experimental.
As for pre-experimental research, although a pre-experimental study is not
actually experimental, it is classified as such since it may precede experimental
research. Researchers can use pre-experimental studies to see if complete experimental
research is required. Researchers may, for example, run a survey to collect data that
reveals an intriguing association between variables. They may then perform an
experiment to focus on that particular association. While beneficial, experimental
research falls short of the true-experimental standards in a number of areas. Pre-
experimental research designs may be divided into three categories. The first is a
single-case study research design. In this type of experimental inquiry, just one
dependent group or variable is explored. It is posttest research since it's done after
some form of change-inducing therapy. The second is a one-group Pretest-Posttest
Research Design, which tests a single group before and after treatment and comprises
both a post-test and a pretest study. The first is given at the beginning of therapy, while
the second is given at the end. Static-group comparison is the last one: in a static-group
comparison study, two or more groups are studied, with only one of them getting
treatment while the others stay unaffected. After the therapy, all of the groups are
retested, and the observed changes are assumed to be related to the treatment.
Regarding quasi-experimental research, it is comparable to an experimental study,
except it lacks random participant/subject selection and assignment. A comparison of
reading skills between two classes is an example of quasi-experimental research. One
group may utilize a physical book, while the other makes use of an electronic version
of the same book. Although a researcher might compare the groups' abilities, this is not
a genuine experiment. Quasi-experimental research is study that looks like
experimental research but is not. Participants are not randomized to conditions or
orders of conditions at random, despite the fact that the independent variable is
changed (Cook & Campbell, 1979). The directionality problem is eliminated in quasi-
experimental research since the independent variable is altered before the dependent
variable is assessed. However, because participants are not allocated at random, there
is a chance that additional variations exist between conditions. Thus, quasi-
experimental research does not solve the problem of confounding factors. As a result,
when it comes to internal validity, quasi-experiments fall halfway between
correlational research and real experiments. In field situations when random
assignment is difficult or impossible, quasi-experiments are most likely to be done.
They are frequently used to assess the efficacy of a treatment, such as psychotherapy
or an educational intervention.
In this study, due to the fact that it was difficult to assign individuals randomly,
and the goal of the investigation was to examine the efficiency of a therapy called
game-based learning platforms in grammar learning, a quasi-experimental design was
employed to evaluate and illustrate the usefulness of these game-based learning
platforms in grammar learning.
3.5. Models for using game-based learning platforms in teaching English
grammar
This study used the SARM model (Puentedura, 2006) as a basis to conduct the
research experiment. In other words, a framework for classifying and rating learning
activities was provided by the SAMR model. The SAMR Model divides technology
use for learning activities into the following four categories:
 ● SUBSTITUTION: At this phase, a more conventional teaching tool or method
is directly replaced by technology. It is a straightforward and accurate
replacement. Consider what advantages students might experience by using
technology in place of conventional tools in this step. Pen and paper will almost
always be more effective in some instances.
● AUGMENTATION: A traditional tool or approach is directly replaced by
technology, but this time with much better benefits for the students. Consider
whether the technology enhances or otherwise benefits a student's potential and
productivity.
● MODIFICATION: You are starting to use the SAMR Model at this point to go
from enhancement to transformation. This actually alters the lesson's structure
and learning objectives, as opposed to simply replacing or improving them.
● REDEFINITION: The accomplishment of how integrated classroom
technology can improve a student's experience is shown in the final level of the
SAMR model. In this situation, you can notice whether the use of technology
by educators results in a novel experience by redefining a standard learning
assignment in a way that would not be possible without it.
In an effort to personalize learning and aid students in visualizing challenging
concepts, the SAMR model was developed to provide a common language across
disciplines. When integrated classroom technology makes teaching and learning for
both teachers and students more smooth, such as during remote and blended learning,
the SAMR Model can be particularly effective.
 Figure 1. The SAMR Model (Puentedura, 2006)

In this study, the SAMR model was adopted at the phase of Modification,
where learning tasks were redesigned with the support of three selected game-based
learning platforms through three phases. The first phase is called ‘Preparation’. In this
stage, an overview of the available game-based learning platforms that can be used for
learning grammar were thoroughly studied. To be more specific, some of the widely-
used game-based learning platforms that were taken into consideration included
Quizizz, Kahoot!, Quizlet, Gimkit, Blooket, NearPod, Educandy, and Baamboozle.
After that, the syllabus used in the English curriculum was examined with grammatical
focus. A selection of the grammar-related materials was subsequently turned into
games. The range of grammatical items includes relative clauses, zero and first
conditional, countable and uncountable nouns, quantifiers, definite article (the) or no
article, future forms, present simple, present continuous, present perfect, past simple,
past continuous, prepositions of place and movement, equal comparison, comparatives
and superlatives, modal verbs for rules, like + V_ing, would like + to V, V + _ing
forms. When having the knowledge about what is found, the researcher relied on it
and made a decision in selecting the most appropriate game-based learning platforms.
In more details, the game-based learning platforms which were chosen to be most
suitable for grammar learning were Quizizz, NearPod and Educandy. Then, game
content for grammar practice started to be designed and incorporated into the content
of the selected learning platforms.
Moving on to the next phase labeled ‘Implementation’, the researcher applied
the designed games on Quizizz, NearPod and Educandy to a group of ethnic minority
students. Additionally, all modifications and advancements were noted to increase the
use of the selected platforms. Following this, the researcher redesigned these platforms
to make the best use of them in a variety of ways, such as adjusting the amount of time
allowed for playing each game, fixing answer mistakes, or switching the game's genre.
 Turning to the third phase which is called ‘Improvement’, the selected
platforms were made available for classroom usage. Subsequently, what students
performed in their class was all observed and their feedback was also gathered for
analysis. In other words, the results of the tests and questionnaires were gathered each
week and included in the analysis. Finally, these platforms were improved to become
more ideal than before (for example, the music was more attractive, types of games
were more interesting or more images were added).

Figure 2: Three phases in conducting the experiment

3.6. Data collection instruments
The data was collected with two instruments: pre- and post-tests on grammar,
and pre-and post-questionnaires to evaluate the effectiveness of game-based learning
platforms on improving students’ grammatical competence and investigate their
attitudes towards learning under the impacts of these apps. The quantitative data
analysis was conducted to quantify aspects of students’ learning in L2 grammar, as a
result of game-based grammatical practice, whereas qualitative data analysis was
conducted to investigate the students’ attitudes and perceptions about the study.
3.6.1. Tests
In this research, tests were used as the instrument to investigate the initial level
of students and the use of game-based learning platforms in learning grammar. Hill
(1982) stated that a test is an instrument aimed to ascertain the quality and quantity of
something. First, the researcher administered the pre-test and then the post-test. The
pre-test was given to the students before the experimental teaching-learning process so
as to evaluate the students’ initial level. Meanwhile, the post-test was administered
after finishing the experimental teaching-learning process to assess the result of using
these apps in learning grammar.
The pre-test consisted of thirty multiple-choice questions covering the
grammatical items that students can learn in their English course at TNUE. The post-
test was composed of thirty multiple-choice questions related to the grammatical
points that students can learn in their English course at TNUE.
Beside the pre-test and the post-test, twenty-six practice tests (practice
exercises) were created on these game-based learning platforms to give students
opportunities to use these apps in their grammar learning. Each practice test consisted
of 15 questions regarding grammatical aspects that students can learn in their English
course at TNUE.
The tests were designed based on the fact that first-year ethnic minority
students of TNUE were studying with an English textbook named LIFE (Pre-
Intermediate) according to the curriculum, which has a level of B1. Therefore, the
researcher created all the tests at the B1 level based on two books called Destination
B1 Grammar and Vocabulary by Malcolm Mann & Steve Taylore-Knowles and
Essential Grammar in Use by R. Murphy in order to assist students in achieving the
objectives set out in their curriculum.
3.6.2. Questionnaires
In this research, the questionnaires were used to collect the students’ responses
to the grammar teaching and learning process. In more detail, the pre-questionnaire
was used before the experimental teaching-learning process and the post-questionnaire
was used after the experimental teaching-learning process. Before delivering the
questionnaires to the students, the researcher translated all of the question items and
options into Vietnamese to ensure that students all understood the question items.
The pre-questionnaire included four questions. The purpose of the first question
was to find out what students thought about the importance of grammar in language
acquisition. The second item was designed to evaluate students’ interest in learning
grammar. The third one was designed to determine students’ self-evaluation of their
attention to grammar lessons and the final one was to examine students’ problems in
learning grammar.
The post-questionnaire was comprised of five questions. The purpose of the
first question was to find out how interested the students were in grammar classes. The
second one was to find out students’ level of attention when Quiziz, Educandy and
Nearpod were implemented in their classroom. The responses to the first and second
questions were then compared to the answers to the two identical questions in the pre-
questionnaire to see whether there were any changes in attitudes over the study period.
The third question looked into how students felt about these apps’ usefulness in
helping them learn grammar. The final question aimed to investigate whether students
would like to continue using these apps in learning grammar.
3.7. The procedure of data collection
The procedure of data collection can be summarized in three main steps, as
shown in the table below:
Table 1. The procedure of data collection
THE EXPERIMENT PLAN

Pre-Questionnaire Pre-test includes 30 multiple-choice

Week 1
Pre-test questions.

Exercises created on Quizizz,

Practice exercises
Weeks 2-7 Educandy and Nearpod
(2 exercises each week)
(15 questions each)

Post-test Post-test includes 15 multiple choice

Week 8
Post-Questionnaire questions.

The experimental teaching was done for 8 weeks (as shown in Table 1). Firstly,
30 ethnic minority students were asked to complete the pre-questionnaire to
investigate students’ attitudes towards the importance of grammar in language
acquisition.
The pre-test was also given in the first week of the research to generally test
students’ grammar initial levels. The pre-test session lasted for 25 minutes with 30
multiple-choice questions. The researcher managed to keep a close eye on the class
and guarantee that no one copied from other students. The purpose of the test was not
disclosed to the students. The researcher gave them a brief introduction before the test,
telling them to read each question carefully and choose the correct answers. After that,
the teacher collected their answers and analyzed them.
From week two to week eight, students played two games on Quizizz,
Educandy or Nearpod. The researcher provided the students with a link or a code to
join these apps and play the games and the results were always saved.
In the last week, students had a post-test in 25 minutes with 30 multiple choice
questions. The results of the post-test were compared to those of the pre-test to see
whether there was any improvement in students’ grammar learning after having
experienced the learning process.
After collecting the results of the post-test, the post-questionnaire was delivered
to the students to gather their opinions about using Quizizz, Educandy and Nearpod in
grammar class and the benefits they gained from doing so. Finally, the researcher
gathered data and conducted analysis in order to present results and conclusions.
The same model was applied to 2 different groups of ethnic minority students in
the AcademicYear 2021-2022.
3.8. Data analysis
Data from the tests was compiled and analyzed using SPSS 27.0.1.0 with a system
of tables to present the findings. The quantitative data (pre-and post-test results) were
combined. The data were then compared to see whether there was any significant
difference in the test outcomes produced by the students, which might indicate great
influence of using game-based learning platforms on improving students' grammar
learning.
The qualitative information gathered through questionnaires was compiled into a
Microsoft Excel spreadsheet and examined quantitatively. To be more exact, the
number of comparable answers for each item in the questionnaires were counted,
converted to percentage data, and then presented in the form of charts and tables to
make the statistics more understandable. Before and after the intervention of game-
based learning platforms, students' self-evaluations of their degree of interest in
grammar as well as their attention during grammar lessons were compared to
determine if these apps changed students' attitudes toward grammar learning.
The researcher then compared the findings of the present studies with those of the
previous studies to look for any parallels and differences before reaching a conclusion
based on the findings from the test results and questionnaires.

CHAPTER IV
FINDINGS AND DISCUSSION
This chapter summarizes the research findings and explores the implications of
these findings. It shows how game-based learning platforms influence the grammar
learning of first-year ethnic minority students based on the data gathered from tests
and questionnaires. The results of the tests and questionnaires were discussed in the
concluding section.
4.1. The current situation of students' English grammar learning

The following table gives information about students’ grammatical competence

before the treatment was implemented.

Table 2. The results of the pre-test

Number of Number of correct
Students’ code Students’ code
correct answers answers
A1 12 A16 10
A2 17 A17 7
A3 10 A18 9
A4 7 A19 4
A5 12 A20 12
A6 4 A21 3
A7 8 A22 9
 A8 5 A23 11
A9 13 A24 14
A10 10 A25 7
A11 6 A26 4
A12 8 A27 13
A13 5 A28 10
A14 14 A29 7
A15 18 A30 5
Average: 9

As can be seen from Table 2, before utilizing game-based learning platforms to

learn grammar, the students' grammar level was under 5 in general, as evidenced by
the average of 9 correct answers. To be more specific, only two students had above-
average scores in the pre-test, while the others all received below-average scores.
The following figure visualizes the students’ initial level of grammatical
competencies based on the data collected.

Figure 3. The results of the pre-test

Before utilizing Quizizz, Educandy and Nearpod in studying grammar, only two
of thirty students received scores of 6 and 5.7, which were above-average, as seen in
the bar chart above. The scores of the other twenty-eight students were all below
average, ranging from 1 to 4.7. The test results implied that the majority of students
struggled with grammar and an effective solution needed to be given to improve this
situation.

4.2. The impacts of game-based learning platforms on students’ grammatical

competence
The comparison of the test results before and after the study time is shown here in
the hopes of demonstrating the difference in the students' ability to use grammar after
the study period.

Table 3. Descriptive statistics of the pre-test on students’ performance

N Minimum Maximum Mean

Pre-test scores 30 3 18 9.13

Valid N (listwise) 30

Table 2 shows the results of students’ scores before they participated in the
intervention. The lowest score in the pre-test was 3 which was equal to around 10%
while the highest score was 18 out of 30 (equivalent to about 60%). In addition, the
mean score of the pre-test was 9.13, which means on average, the learners knew about
one-third of total sentences given.

Table 4 . Descriptive statistics of the post-test on students’ performance

N Minimum Maximum Mean

Post-test scores 30 15 27 24.07

Valid N (listwise) 30

The results of the students’ scores after the implementation of game-based

learning platforms for students were illustrated in Table 3. It can be seen from the table
that the minimum score of the post-test was 15 out of 30 (equivalent to about 50%

completion of the test) while the maximum was 27 (equivalent to 90%).

Table 5. Statistics of the pre-test and post-test scores

Std. Std. Error

Mean N Deviation Mean

Pair 1 Pre-test scores 9.13 30 3.928 .717

Post-test scores 24.07 30 2.852 .521

As shown in table 4, the post-test results were higher than the pre-test by 14.94

(the mean mark of 9.13 in the pre-test and 24.07 in the post-test) and this result

indicates that game-based learning platforms brought many benefits to the

participants’ grammatical competence.

Table 6. Correlations between the pre-test and post-test results

N Correlation Sig.

Pair 1 Pre-test scores 30 .532 .002

& Post-test scores

Table 5 above illustrates the relationship between the results of the pre-test and

the post-test. The coefficient of correlation of 0.532 with a corresponding p-value of

0.002 revealed a significant connection. It can be concluded that using game-based

learning platforms has a positive impact on learners’ grammatical competence.

Moreover, it is noteworthy that those who had high scores in the pre-test got high

scores in the posttest.

Table 7. Paired differences between the pre-test and the post-test

 Paired Differences

95%
Confidence
Std. Sig.
Interval of the
Devi Std. (2-
Difference
atio Error taile
Mean n Mean Lower Upper t df d)

Pair 1 Pre-test - 3.41 .623 - - - 29 .000

scores - 14.93 3 16.208 13.659 23
Post-test 3 .9
scores 63

The comparison of the pre-test and post-test results, to be hereby presented, is

expected to point out the differences in students’ grammatical competencies after the

research period. In Table 6, the gained t-value of 23.963 and the equivalent p-value of

0.000 at df = 29 demonstrated significant difference at 0.05 level of importance. This

result demonstrates the effectiveness of the introduction of game-based learning

platforms in enhancing grammatical competence for non-English students.

It clearly illustrates that the frequencies of students’ pre-test scores are

different from that of post-test scores. Overall, the post-test results were much higher
than the pre-test by 14.94 (out of 30). In addition, the average score in the pre-test was
9.13 while that of the post-test was 24.07 after the treatment. Moreover, the highest
score in the pre-test was 18, but this score grew 1.5 times in the post-test. In addition,
the lowest score of the post-test was 15, which was around 5 times higher than that of
the pre-test. The results of pre-test and post-test indicate that the participants’
grammatical competence witnesses a considerable difference after the intervention of
game-based platforms.

FINDINGS FROM WEEKLY PRACTICE

 The table below reveals the average number of correct answers given by students
in weekly practice during the treatment.

Table 8. Weekly average number of correct answers

Week First attempt Second attempt Deviation

2 5.0 6.0 1
3 6.0 7.0 1
4 7.0 9.0 2
5 9.0 11 3
6 9.0 13 4
7 10 15 5
Average 7.7 10.1 3

The figures in the table above show students’ average number of correct
sentences in the first and second attempt when playing games each week. From the
data, it can be seen that students made gradual improvement thanks to the use of game-
based learning platforms and the number of correct sentences increased by 3 on
average. It can be confirmed that using Quizizz, Educandy and Nearpod helps students
enhance their grammatical competence.
4.2. Students' attitudes towards learning grammar
Students’ attitudes towards the important of grammar in language acquisition
Students' attitudes about grammar were investigated before using game-based
learning platforms, as reported in their pre-questionnaire. The following is how the
data was presented and evaluated.
Although the responses to the first question, concerning the significance of
grammar in language learning, differed significantly, the majority of students surveyed
agreed that grammar was important in language acquisition.
 Figure 4. Students’ opinion about the importance of grammar in language acquisition
According to the graph above, 94% of the students believed that grammar is
important or extremely important in language acquisition. Only a small percentage of
students (6%) disagreed with the function of grammar as grammar was regarded as
slightly significant by these students; however, none of the students believed it was not
important at all. It means that nearly all students understood the importance of
grammar in teaching and learning a new language.
Students’ interest in grammar lessons
A large proportion of students reported being uninterested in grammar classes in
response to the second question, which questioned their degree of interest in studying
grammar at school. The graph below shows the statistical information.

Figure 5.
Students’
interest in
grammar
lessons
The above chart illustrates that over 60% of the students believed grammar
lessons were slightly or not at all engaging. The majority of students (41%) regarded
grammar classes to be slightly interesting, whereas 23% were uninterested in grammar
classes. However, just a small percentage of students regarded grammar courses to be
very interesting (13%) or interesting (23%) to them.
Students’ attention during grammar lessons
The students' lack of interest in learning grammar might have had a significant
impact on their engagement in grammar classes. The figure below shows students'
responses to the third question of the pre-questionnaire, which looked into their level
of grammar attention.

Figure 6. Students’ attention during grammar lessons

The above pie chart reveals that only 13% of the students reported being highly
attentive in grammar classes, while 48% of students admitted being slightly attentive
in grammar classes. In grammar classes, students who were attentive and those who
were not were 16 percent and 23 percent, respectively.
Students’ difficulties in learning grammar
The problems students have in studying grammar may explain why most students
struggle to pay attention in grammar classes. The following table shows the statistics.
Students’ difficulties in learning grammar Number of students %

I find it hard to remember grammar rules and structures. 20 67

I find it hard to use correct grammar. 25 83

I find it hard to apply English grammar rules and the

functions of a given structure to a given context 28 93
(linguistic, textual or situational).
I often find it hard to focus when learning grammar. 19 63

I often feel stressed when learning grammar. 15 50

I find it hard to understand complex grammar rules and

17 57
structures.

Table 9: Students’ difficulties in learning grammar

The information from the table above reveals that students experienced a
variety of problems in learning grammar. To be more specific, applying English
grammar rules and the functions of a given structure to a given context (linguistic,
textual or situational) (93%) and using correct grammar (83%) were the two most
difficult tasks for students. Another significant issue was remembering grammar rules
and structures (67%). Students also struggled to stay focused when learning grammar,
with 63 percent admitting that it was difficult for them to focus on grammar classes.
Students stated that understanding complicated grammatical rules and structures is
difficult for them. Only half of the students who took part in this study said that their
difficulties came from their tension while learning grammar. From the data collected,
it could be concluded that the lack of interest, practice, and limited grammatical ability
were the most important reasons for students' difficulties in grammar learning.
Therefore, there was a need for suitable treatment to help students improve their
grammatical competence.
In addition, the post-questionnaire was created to record students' opinions on
using some game-based learning platforms in grammar class and the benefits they
gained after the treatment.
Students’ interest in grammar learning via the use of game-based learning
platforms.
Students' opinions regarding using Quizizz, Educandy and Nearpod to study
grammar are depicted in the graph below.
 Figure 7. Students’ interest in grammar learning via game-based learning
platforms
After applying Quizizz, Educandy and Nearpod in grammar lessons, it can be
clearly seen that the students’ attitudes towards grammar acquisition have changed
considerably. In more detail, 81% of the students found that using these game-based
learning platforms in learning grammar very interesting (43%) or interesting (38%).
Compared to the results before the treatment, the proportions of students found
learning grammar very interesting and interesting increased significantly by 45% in
general (from 36% to 81%). Meanwhile, the percentages of students who regarded
studying grammar through these apps as slightly interesting (before using the
treatment was 48% compared with 10 % after using the apps) and not interesting
(23% before using the apps compared with 9% after the treatment) declined to 45%,
from 64% to 19%.
Students’ attentions during grammar lessons with and without the use of game-
based learning platforms
The following graph depicts the changes in students' attitudes towards studying
grammar with and without using game-based learning platforms in regards to their
level of attentiveness in grammar classes.
Figure 8. Students’ attentions during grammar lessons with and without the use
of game-based learning platforms
The above bar chart compares the attention level that students paid to the grammar
lessons with and without the use of the apps. It can be clearly seen that there were
noticeable changes in students’ attitudes towards the grammar courses before and after
the treatment period. The number of students who were very attentive and attentive in
grammar lessons saw a significant rise from 13% and 16% to 39% and 48%
respectively. In contrast, the percentages of students who were slightly attentive and
not attentive in grammar lessons fell from 48% and 23% to 9% and 4% respectively.
Students’ opinions about the effectiveness of game-based learning platforms in
enhancing their grammatical competence
Out of 30 students who participated in the research, 27 students (accounting for
90%) are in agreement with the opinion that Quizizz, Educandy and Nearpod had
positive impacts on their grammar learning and all students (accounting for 100%)
would like their teacher to continue teaching grammar through the use of these apps.
The following table summarizes their viewpoints:
Benefits of utilizing game-based learning platforms in Number of
%
grammar learning students
It is easier for me to remember grammar rules and
25 83%
structures.

I can remember grammar rules and structures for a long

23 77%
time.

I can practice grammar exercises whenever I want in an

22 73%
interesting way.

Using game-based learning platforms helps me

26 87%
concentrate on learning grammar.

The ranking function (leaderboard) in game-based

27 90%
learning platforms motivates me to study grammar.

Using game-based learning platforms reduces my anxiety

24 80%
when learning grammar.

Using game-based learning platforms helps me be more

21 70%
interested in doing exercises about grammar.

I do not have to pay any fee to use these game-based

15 50%
learning platform.

Table 10: Students’ opinions about the effectiveness of game-based learning

platforms in enhancing their grammar competence
The table above shows the students’ feedback about the usefulness of game-
based learning platforms in improving their grammatical ability. It can be clearly seen
that 90% of the students considered that the ranking function (leaderboard) in these
apps motivates them to study grammar; 87% stated that using the apps helped them
concentrate more on learning grammar. Following these two benefits of game-based
learning platforms, it is easier for students to remember grammar rules and structures
(83%), and using the apps reduces students’ anxiety when learning grammar (80%).
Besides, students found that they can remember grammar rules and structures for a
long time (77%), and they can practice the grammar exercises whenever they want in
an interesting way (73%). Using game-based learning platforms in grammar
acquisition also makes students more interested in doing grammar exercises (70%) and
they have no worry about the cost (50%).
4.3. Discussion
The data collected from the pre-test reveal that the grammatical competence of
ethnic minority non-English majors at TNUE was rather alarming with the majority
classified as “average” or “below average”. Students’ poor grammar performances
may indicate inadequate and ineffective English curriculum at high school level since
after 3 or 6 years of English learning students were supposed to master these
foundational grammar items. Inadequate grammar will result in students’ lack of
confidence to speak and write in the language (Angeli-Carter, 1998) as it is widely
accepted that a language user’s communicative competence is largely reflected by their
speaking and writing skills.
However, after receiving special treatment with the use of game- based learning
platforms, substantial improvements in students’ outcomes were witnessed and
students’ grammar scores were labeled “good”. The research results are also in line
with Zdybiewska’s (1994) that “Games help the teacher to create contexts in which
language is useful and meaningful” (p. 64), even among students who are typically
uninterested in second language learning.” The results of the research are also
consistent with Refnita (2017), who stated that using Quizizz on a regular basis can
improve students' achievements. They also support the findings of Rahayu &
Purnawarman (2019), who found that using Quizizz, students were more successful in
learning grammar. Furthermore, the present study’s findings validate the findings of
Aşksoy & Sorakin (2018), who found that the Quizizz application is beneficial in
improving learning accomplishment and reducing students' anxiety in the classroom.
Quizizz's application in classrooms as a learning medium considerably aids teachers in
increasing student learning interest and improving learning outcomes. The availability
of facilities such as electronic laboratories, which are commonly used for students to
use digital applications, and also helps students who do not have digital devices to
continue to join quizizz by using computer media provided at school, are some things
that support the learning process using quizizz.
Data recorded during weekly practice also showed remarkable changes in
students’ grammatical competencies and revealed through the weekly improvement of
grammar level. Despite different weekly scores, considering the whole process, it
could be recognized that students achieved better results in the final time of practice in
all weeks.
Regarding the feedback of the students towards the use of game-based learning
platforms during one year of intervention, it is noticeable that the experiences that the
participants earned from using these apps were all regarded as positive. Students’
positive feedback on the use of game-based learning platforms in English grammar
teaching to ethnic minority non-English majors suggests a potentially frequent
application of ICT in general and game-based learning platforms in particular into the
English curriculum for students’ better achievement of academic results as well as
their interest and motivation in English learning. The results also revealed that the
learners perceived the use of Nearpod web based instruction positively. Nearpod made
their learning experiences more interesting and interactive because it has various
appealing contents. These positive perceptions agreed to the idea of Sanmugam et al.
(2019) that Nearpod supports student learning and that it is recommended to encourage
interaction and proved the conclusion made by Ifa Kansum (2021) that students have
good motivation in online learning English by using Nearpod application; they have
positive attitudes and are active in the online learning process. Students were satisfied
with online learning English and they commended Nearpod with its all good features
to learn and to engage their motivation. The positive change of students’ attitudes
towards grammar learning may also result from the fact that students found that game-
based learning platforms had a number of benefits. These apps made learning grammar
more enjoyable. Improving grammatical competence through game-based learning
platforms, therefore, was considered not only a good way to learn English grammar
but also a form of entertainment for a number of students and the majority of the
students would like to continue learning English grammar through this technique.

To sum up, findings from the data analysis have provided clear evidence for the
positive impacts of game-based learning platforms on students’ grammatical
competencies. The use of these apps in classrooms are considered as learning medium
aids that teachers can use to increase students' learning interest and improve their
learning outcomes. The availability of facilities such as electronic laboratories, which
are commonly used for students learning to use digital applications, and also helps
students who do not have digital devices to continue to join these game-based learning
platforms by using computer media provided at school, are some things that support
the learning process using these apps. Therefore, it could be concluded that the use of
game-based learning platforms should be used as
 CHAPTER V: CONCLUSION
This chapter includes a summary of main findings, implications, limitations, and
recommendations for further study.
5.1. Summary of the study
This study aims to investigate the impacts of game-based learning platforms on
students’ grammar learning and how it might help first-year ethnic minority students
improve their grammatical competencies. With 30 ethnic minority students, the study
employed the quasi-experimental research method. The pre-test and post-test were
used to collect data for the analysis. The pretest and posttest followed the same
structure, with the goal of comparing students' scores before and after the study period
to evaluate the effects of game-based learning platforms. Besides, the pre-
questionnaire and post-questionnaire were used for the research purposes. In
particular, the questionnaires were used to gather students’ responses toward the
teaching and learning process of grammar as well as their opinions about the use of
game-based learning platforms in practicing grammar.
Regarding the first research question about the current situation of grammatical
competence of the participants, it can be concluded that before the treatment, all
students fell into “average” or “below average” level of grammar use.
Regarding the second research question about the impacts of game-based
learning platforms on ethnic minority students’ grammatical competencies, it is found
that game-based learning platforms were effective in helping students improve their
grammatical competence in general. The results after the research period show that the
use of game-based learning platforms helped improve students’ grammatical
competencies.

With regards to the third research question investigating students' attitudes

towards the implementation of game-based learning platforms, the data collected from
the questionnaire also yielded positive results even though they had several difficulties
while using these apps. The findings of the study proved the usefulness of these apps
on students’ grammar ability based on participants’ positive attitudes. Therefore,
game-based learning platforms should be recommended as a tool to improve students’
grammatical competencies.
5.2. Implications
Based on the findings in the preceding chapter about the positive impacts of game-
based learning platforms in improving students' grammatical abilities, it can be
concluded that these apps might be beneficial tools for incorporating into grammar
instruction. This section will offer some recommendations and suggestions for using
these platforms to teach grammar in the language classroom.
To begin with, teachers should clearly describe the benefits of game-based
platforms in studying grammar to better encourage students as students may not be
familiar with the use of these apps in learning grammar. They should also provide
clear instructions so that students understand precisely what they should do while
using these apps to study grammar. This will help them get the most out of the activity.
Besides, teachers should design the questions in these platforms in an attractive and
interesting way by adding images, pictures and music to help the students’ learning
more comfortable and appealing. This will also help increase students’ grammar
learning outcomes in a positive way.
Another benefit of the application of game-based learning platforms into English
grammar teaching and learning is that students can achieve their improvement in
grammar ability as well as their eagerness to learn. Therefore, it is advisable for them
to play grammar games on a regular basis, which would help them not only understand
the grammar points but also remember them longer. Furthermore, the students should
be encouraged to select and design games for themselves, due to age difference
because sometimes the games chosen by teachers are not what students expect to play.
Additionally, the switching role with the teacher could improve the class atmosphere,
and improve students’ experience with the language.
Game-based learning platforms prove to have a number of benefits for students’
grammar ability. Therefore, institutions should create favorable conditions to facilitate
the use of these platforms in the teaching and learning process. They should also
conduct workshops on using game-based learning platforms frequently for teachers at
different levels. These workshops can offer valuable training to teachers in the
difference in the language teaching learning process. Obviously, there are a lot of
other sources, such as pictures and stories. Pictures serve as a visual stimulus, while
games use both visual and aural channels.
 5.3. Limitations of the study
The usefulness of game-based learning platforms in improving grammatical
competence of first-year ethnic minority students at Thai Nguyen University of
Education was investigated in this study. Despite the fact that the researcher made an
attempt to complete this research, there are unquestionably some shortcomings.
The first two challenges were time constraints and the inconvenient academic
timetable. These challenges did not allow the researcher to design more lessons using
various kinds of game-based learning platforms. In addition, due to the Covid 19
pandemic outbreak, the experimental time was severely constrained, and the researcher
and study volunteers did not have many opportunities to interact. Furthermore, the
study's sample size was quite small, with just 30 students; therefore, the findings may
not be sufficient for generalization. Last but not least, owing to the scope of the
research, this study only looked at the positive impacts of some game-based learning
platforms on improving students' grammatical ability, not its effects on other elements
of their development.
5.4. Recommendations and suggestions

In fact, there are thousands of non-English major students in Vietnam who are
still struggling to find a suitable way to learn English. Many of them try to learn
grammar every day, but cannot remember and apply the rules when using English. A
large number of English teachers are also not updated with new grammar teaching
methods, so they tend to teach English grammar by traditional methods. That is why it
is expected that the results of this study will be beneficial to educators in enhancing
learners' grammar competence. Teachers need to be aware that game-based learning
platforms are feasible and suitable for teaching grammar through the design and
implementation of tasks. Here are some suggestions for better game-based platform
implementation.

Instead of forcing students to learn grammar, it is vital that the teacher spend
time helping students understand why English grammar is important. Despite positive
feedback from students, teachers should not use too many games in one course
because this may leave students overwhelmed. In addition, teachers should skillfully
integrate grammar games in learning activities, focus on topics that ethnic minority
students love, and find engaging games that help students practice English grammar
better. Moreover, it is advisable that teachers provide regular encouragement to
students for home practice with games that help them remember different grammar
features better.

When deciding to use games in teaching grammar, it is necessary to base on the

current level of students to avoid choosing games with inappropriate difficulty. Tasks
that are too difficult or too easy will make students quickly get bored and give up
early.

When deciding to choose a game, the teacher should bear in mind that they
should make sure to understand the techniques thoroughly before applying them to the
lesson. Teachers ought to prepare students with essential skills such as note-taking
skills, playing skills and teamwork skills so that students can be ready for joining
games. If it is possible, these skills should be built gradually in students to ensure that
all of them can acquire the content as naturally as possible.

When organizing games, the teacher should take the size of the class and the
size of the group into account so that the teacher could demonstrate equal attention to
all groups. Each group participating in the game should be no more than 5 students
with different levels so they can support each other better.

If the number of participants is increased, the usefulness of game-based

learning platforms in boosting students’ grammar capacity can be better demonstrated.
As a result, future research might use this technique with more students to gather
wider data so that we can get a better picture of how much it aids in the development
of grammar ability for students.
Moreover, the continuous change of grammar game variations according to the
lesson content helps to avoid boring monotony. It is expected that future researchers
should generate as many activities on game-based learning platforms as possible, not
just of grammar but also of such language aspects as vocabulary or pronunciation, in
order to give a great number of sources of exercises for learners to study from.
Last but not least, further considerations should be taken towards the
educational programs for ethnic minority students to guarantee better inclusion and
equality in education for these disadvantaged learners. Pathway programs, support
programs, peer assistance campaigns could be some of the ideas for supporting the
ethnic minority students in their higher education pursuit to fill gaps in their
knowledge as well as to keep in pace with their counterparts in the class.
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 APPENDICES
APPENDIX 1
PRE-QUESTIONNAIRE
The purpose of this survey is to collect information for the study “Using game-
based learning platforms to enhance non-English majors’ grammatical competence”. It
would be really helpful if you could help me complete the following items. You can be
certain that this is just for research purposes and that your identity will not be revealed
in any data analysis.
1. What are your opinions on the importance of grammar in language learning?
A. Very important
B. Important
C. Slightly important
D. Not important
2. Are you interested in grammar lessons at your university?
A. Very interested
B. Interested
C. Slightly interested
D. Not interested
3. How attentive are you in the grammar lessons?
A. Very attentive
B. Attentive
C. Slightly attentive
D. Not attentive
4. What are your difficulties in learning grammar?
I find it hard to remember grammar rules and structures.
I find it hard to use correct grammar.
I find it hard to apply English grammar rules and the functions of a given
structure to a given context (linguistic, textual or situational).
I often find it hard to focus when learning grammar.
I often feel stressed when learning grammar.
Others:…………………………………………………………………………………
Thank you for your cooperation!
 APPENDIX 2: POST-QUESTIONNAIRE

The purpose of this survey is to collect information for the study on “Using game-
based learning platforms to enhance non-English majors’ grammatical competence”. It
would be really helpful if you could help me complete the following items. You can be
certain that this is just for research purposes and that your identity will not be revealed
in any data analysis.
1. How interesting do you think game-based learning platforms are?
A. Very interesting
B. Interesting
C. Slightly interesting
D. Not interesting
2. How attentive are you when learning grammar through game-based learning
platforms?
A. Very attentive
B. Attentive
C. Slightly attentive
D. Not attentive
3. Do you think the use of game-based learning platforms are effective in enhancing
your grammar competence?
A. Yes B. No
4. In your opinion, what are the benefits of learning grammar through game-based
learning platforms?
It is easier for me to remember grammar rules and structures.
I can remember grammar rules and structures for a long time.
I can do grammar exercises whenever I want in an interesting way.
Using game-based learning platforms helps me concentrate on learning grammar.
The ranking function (leaderboard) in game-based learning platforms motivates me to
study grammar.
Using game-based learning platforms reduces my anxiety when learning grammar.
Using game-based learning platforms helps me be more interested in doing exercise
about grammar.
Others:
…………………………………………………………………………………………
5. Would you like your teacher to continue using game-based learning platforms in
your class?
A. Yes B. No
Thank you for your cooperation!
 APPENDIX 3: PRE-TEST FOR STUDENTS

L, ENGLISH GRAMMAR TEST

Time: 25 minutes
1. If you don't water plants and flowers, they ______ (die)
A. would die C. dies
B. die D. died
2. If Mum is tired tonight, I ______ dinner (cook)
A. cook C. will cook
B. cooked D. cooks
3. The person _______ is wearing the blue shirt started Microsoft.
A. who C. where
B. which D. whose
4. This is the TV ______ doesn't work.
A. who C. when
B. whose D. which
5. Be careful with that vase because it's made of ______
A. glass C. an glass
B. a glass D. the glass
6. We don't have _____ information about the problem
A. some C. any
B. a lot D. many
7. We met _______ interesting people at the party
A. a C. an
B. a lot of D. lot of
8. I'm going to buy some new _______
A. shoe C. many shoe
B. a shoe D. shoes
9. Don't forget to turn off ____ light when you go out
A. a C. the
B. an D. ∅
10. We live in an old house near _______ station.
A. the C. ∅
B. some D. an
11. When I grow up, I ________ (play) guitar in a rock group!
A. plays C. play
B. played D. am going to play
12. Careful! You _______ (break) something with that ball! Go outside!
A. are going to break C. are broken
B. break D. are breaking
13. Did you remember _________ sorry to James? (say)
A. say C. says
B. to say D. said
14. How did you learn ________ Japanese so well? (speak)
A. speaking C. speaks
B. speak D. to speak
15. Look, there's Sally! Where ______ she _______? (go)
A. did she go B. is she going
C. she going D. do she go
16. They _________ a new theatre in the city centre at the moment. (build)
A. are building C. is building
B. build D. will build
17. She _______ in Ireland for three days. (be)
A. was C. have been
B. be D. has been
18. I _______ dinner an hour ago. (have)
A. have C. am having
B. had D. have had
19. My aunt _________ (live) in Australia for 15 years
A. lives C. has live
B. has lived D. lived
20. My friend is a writer. He _________ many books. (write)
A. have written C. wrote
B. has written D. write
21. Oscar says he ________ the washing-up after dinner. (do)
A. will do C. does
B. do D. is doing
22. I _________ here tomorrow. (be)
A. am not C. would not
B. won't D. be not
23. Jim's grandmother _______ (die) in 1989.
A. has died C. dies
B. died D. die
24. My cousin lives ______ 132 London Road.
A. at C. on
B. in D. of
25. Did you put your car keys _______ the kitchen table?
A. at C. on
B. in D. ∅
26. Would you like _____ picnic with us on Sunday?
A. to go C. go
B. going D. to going
27. Richard ________ wear a suit to work but he usually does.
A. can’t C. doesn't have to
B. mustn’t D. don’t have to
28. He drew the graph ________ accurately of all of us.
A. the more C. more
B. the most D. most
29. Ask him ______ (come) in. Don’t keep him ______ (stand) at the door.
A. coming/ to stand C. to come/ to stand
B. coming/ standing D. to come/ standing
30. At 10 A.M yesterday, she _______ (watch) TV.
A. was watching C. watch
B. watched D. watches

APPENDIX 4: POST-TEST FOR STUDENTS

 Full name: ............................................... ENGLISH GRAMMAR TEST
Class: ...................................................... Time: 25 minutes
1. The woman ______ opened the door was wearing a yellow dress.
A. which C. who
B. when D. whose
2. If you ______ (mix) water and electricity, you _____(get) a shock.
A. mix/ get C. mix/ will get
B. mixed/ got D. will mix/ get
3. The weather was bad when we were on holiday. It rained ______ the time
A. most C. many
B. most of D. many of
4. Tina _____ (pass) her exams if she _____ (study)
A. doesn't pass/ doesn't study C. won't pass/ studies
B. won't pass/ doesn't study D. doesn't pass/ studies
5. Did you know that Jason's dog has had three beautiful ______?
A. puppy C. puppys
B. the puppy D. puppies
6. Peter and Mary have got two children, a boy and a girl. ____ boy is seven years old and
____ girl is three.
A. a/ a C. the/ the
B. a/ the D. ∅/ ∅
7. ____ you ____ me some money until Saturday?
A. Will/ lend C. Have/ lend
B. Did/ lend D. Are/ lending
8. I'm hungry. I _____ this sandwich. (eat)
A. eat C. ate
B. will eat D. am going to eat
9. I _____ now. Goodbye. (go)
A. am going C. go
B. will go D. have gone
10. I ______ some new shoes. Do you want to see them?
A. buy C. had bought
B. will buy D. have bought
11. A: I was late this morning. B: What time ______ ? A: Half past nine.
A. do you arrive C. did you arrive
B. will you arrive D. have you arrived
12. Gorillas live ___ forests in Africa and eat fruit.
A. in C. at
B. on D. ∅
13. At 9.45 yesterday morning, she _______ her car. (wash)
A. washed C. was washing
B. has washed D. washes
14. I don't go out ______ you.
A. more C. much more
B. as many as D. as much as
15. What is _____ river in the world?
A. longer B. the longest
C. as long as D. longer than
16. The price of batteries has gone up. They're a lot _____ (expensive) than last time.
A. the most expensive C. as expensive as
B. more expensive D. expensive
17. It's a fantastic film. You ____ see it.
A. have to C. must
B. need D. must to
18. Catherine got the job because she ____ speak five languages.
A. must C. have to
B. should D. can
19. We didn't have any food yesterday, so we ______ go shopping.
A. had to C. had not to
B. must D. mustn't
20. Stop _____ (cry) - it's not that bad
A. to cry C. cry
B. crying D. to crying
21. He wants me ____ (tell) him a joke.
A. telling C. to telling
B. tell D. to tell
22. Do you like ____ (go) to the cinema?
A. going C. go
B. to go D. to going
23. Would you like _____ (borrow) my umbrella?
A. borrow C. to borrow
B. borrowing D. to borrowing
24. I like _____ (read) books in my free time.
A. to read C. to reading
B. reading D. read
25. In the evening, Helen usually _____ (meet) her friends for coffee.
A. meet C. met
B. is meeting D. meets
26. Susan ______ (start) her new job three weeks ago.
A. started C. have started
B. starts D. start
27. ____ you _____ Lisa for a long time? (know)
A. Did/ know C. Have/ known
B. Do/ know D. Are/ knowing
28. I usually ______ (buy) a special ticket each week for the bus because it's cheaper.
A. am usually buying C. bought
B. buy D. have bought
29. Please be quiet! I _____ (work)
A. work C. will work
B. worked D. am working
30. I need ____ new jeans.
A. a C. some
B. an D. much

APPENDIX 5: GAMES USED IN SOME SUGGESTED LEARNING

PLATFORMS
GAMES USED IN QUIZIZZ APPLICATION
#GAME No 1
1. 'Where are the children?' 'They _____ in the park. (play)
A is playing C play
B are playing D will be playing
2. A: We went to New York last month.
B: Where_____?
A: With some friends.
A will you stay? C have you stayed
B did you stay? D do you stay
3. Write the correct form of the verb:
My hair is wet. I_____ (just/ wash) it.
4. Fill in the blanks with suitable prepositions:
My house is _____ the end of the street _____ the left.
5. _____sky is blue and _____ sun is shining.
A ∅/ ∅ C ∅/the
B the/∅ D the/ the
6. John _____ London next week. He _____ with some friends.
A will go to/ staying C is going to/ is going to stay
B is going to/ going to stay D will go to/ stay
7. Put in a/an or some:
We live in ____big house. There's _____ nice garden with _____ beautiful trees.
8. Put the verb in the correct form:
Tim _____ some new clothes yesterday - two shirts, a jacket and a pullover. (buy)
9. A: Can you give me ____ ink?
B: Yes, I can give you____. I've got ____ ink in my pen.
A some/ some/ a little C a little/ some/ few
B some/ some/ a few D many/much/some
10. If you heat water, it____.
A boiling C boiled
B boils D boil
11. Rewrite as one sentence using a relative clause:
This CD is scratched. I only bought it yesterday.
=>..............................................................................
12. If we ____ shopping tomorrow, I'll probably buy a new top.
A go C goes
B will go D went
13. She plans _____ married at the age of 30. (get)
A to get C got
B getting D get
14. Rewrite as one sentence using a relative clause:
My sister loves wearing hats. Her hair is brown.
=>......................................................................
15. It's the first time _____ our flat, isn't it?
A you visit C you visited
B you have visit D you have visited

#GAME No 2
1. It's late. I ______ now. (go)
A go C have to
B goes D must go
2. I would like ____ dinner with you. (have)
A has C to have
B have D having
3. You ____ chess with 32 pieces. (play)
4. My brother ____ my CDs without asking! (borrow)
A is always borrowing C always borrow
B always borrowing D is always borrow
5. What's going on? I hope you ____ my things! (touch)
A aren't touching C not touch
B don't touch D not to touch
6. Rewrite the following sentence:
My room is bigger than yours.=> Your room isn't ............................................
7. There's a film on tonight _____ I really want to see.
A whose C which
B who D when
8. If we go by bus, it ____ cheaper. (be)
A is C will be
B would be D was
9. If I'm late this evening, _____ for me. (wait)
10. Oh, no! I forgot _____ Shelly! (invite)
A to invite C invite
B invites D inviting
11. They _____ since 1989.
A has been married C have marry
B have been married D have been marrying
12. My brother is a soldier. He is in ____
A army C a army
B the army D an army
13. I'm sure we _____ your bag soon. Where did you last see it? (find)
14. _________ to Australia next Christmas?
A Are you go C Are you going
B Did you go D Do you go
15. Did you come here ____ the bus?
A in
B up .
C on
D at

#GAME No 3

1. Don't put your hot cup on my new

table! It's ______ and I don't want you
to burn it
A wood C a wood
B some wood D an wood
2. 'Have you made plans for the summer?'
'Yes, _____ to Spain.'
A We'll go C We're going
B We went D We go
3. Would you like _____ to the cinema tonight? (go)
4. There are _____ accidents on this road.
A an C a lot
B a lot of Da
5. You can't always have things immediately. You _______ patient.
A are C can be
B must be D have to be
6. Write a suitable relative pronoun in the blank:
That's the man _____ sister discovered a new planet.
7. Paper _____ from wood. (make)
A are made C make
B is made D made
8. The room is clean now. It _____. (clean)
A was cleaned C has been cleaned
B is cleaned D cleaned
9. His new film is much _____ (entertaining) than his last one. I loved that one!
10. I _____ (lie)! It's true! I did see Madonna at the supermarket.
A did not lie C am not lied
B do not lie D am not lying
11. '___ your friends ____ at a hotel?' (stay)
'No, they aren't. They are staying with me.'
A Will / stay C Do / stay
B Did / stay D Are / staying
12. ____ is great fun! (Cook)
13. No! I refuse ____ a moment longer! (wait)
A wait C waits
B to wait D waiting
14. What ____ you ____ at 11:30 yesterday? Were you working?
A have / done C did / do
B were / doing D was / doing
15. Write a suitable preposition in the blank:
Munich is a large city __ the south of Germany.

#GAME No 4
1. Rewrite the following sentence using a relative clause:
"Friendly People" is a comedy. It's my favorite programme.
=>
2. Will you write to me if I ____ (give) you my address?
A will give C give
B gives D gave
3. If it rains, the grass ____ (get) wet.
A get C gets
B will get D got
4. Write the correct form of the verb:
No, there ____ any problems with delivering your new furniture next week. (not be)
5. There isn't ____ money in the box.
A much Ca
B an D many
6. I want to make a list. I need ____ paper.
A some Ca
B much D an
7. Write the correct article:
'Where's Tom?'
'He is in ____ bathroom.'
8. Did you see the film on ____ television last night?
A the Ca
B an D∅

9. I don't want to go by bus. I _____ (walk).

A walking C walk
B am going to walk D will be walking
10. We're here on holiday. We _____ at the Central Hotel. (stay)
11. _____ (you/ ride) into town on your new bike yet?
A Will you ride C Do you ride
B Did you ride D Have you ridden
12. It started raining, but luckily I _____ an umbrella in my bag. (have)
A had had C will have
B have D had
13. Write the correct preposition in the blank:
There were a lot of people waiting __ the bus stop.
14. I ____ about my favorite band when the alarm clock went off. (dream)
A dreamt C was dreaming
B dream D were dreaming
15. It's raining really hard, but luckily we ____ out this evening. (go)
A didn't have to go C couldn't go
B mustn't go D don't have to go

#GAME No 5
1. If you mix red and blue, you ___ (get)
purple.

A will get C are getting

B get D gets
2. If I don't see you tomorrow morning, I ____ (phone) you in the evening.
A phoned C would phone
B phone D will phone
3. I need some _____ about hotels in London.
A informationes C the information
B information D informations
4. There wasn't ____ snow last night.
A many C few
B much D a large number of
5. How far is it to ___ airport?
A the C∅
B an Da
6. She _____ (come) to her grandfather’s house in the countryside next week.
A are going to come C comes
B is going to come D is coming
7. Write a suitable relative pronoun in the blank:
Jean, ____ mother is a nurse, wants to be a doctor.
8. Write the correct form of the verb:
You can phone me this evening. I ____ at home. (be)
9. We _____ (have) dinner now. Can you phone again later?
10. It's the first time we _____ (watch) a video in class.
A has watched C watched
B watch D have watched
11. I ____ (go) to the theater four times last month.
A have gone B went
C go D am going
12. Write a suitable preposition in the blank:
Milan is __ the north of Italy.
13. What ___ you ___ at three o'clock? (do)
A will/ do C were/ doing
B did/ do D was/ doing
14. Rewrite the following sentence:
She is more nervous than him.
=> He isn't .....................................................................
15. Using the correct form of the word:
Wait! Your bicycle is _____ (fast) than mine!

#GAME No 6
h for longer if you put it in the fridge.
A would stay C stay
stays D will stay
2. _____ the students in my class enjoy taking part in social activities.
A most of C The number of
B many D most
3. Write a suitable relative pronoun in the blank:
Lorenzo, ____ is from Spain originally, has lived here for about ten years.
4. If you pass the exam, you ____ (get) a certificate.
A got C gets
B get D will get
5. Write the correct form of the verb:
We ____ probably ____ out this evening. (go)
6. They've got some very nice _____ in their house.
A furniture C a furniture
B furnitures D the furniture
7. What ___ you ____ (wear) to the party tonight?
A are/ wearing C are/ going to wear
B did/ wear D do/ wear
8. Listen! The phone ____ (ring).
9. I ___ just ___ this exercise. (do)
A has/ done C am/ doing
B have/ done D had/ done
10. Write a suitable preposition in the blank:
The car is waiting __ the traffic lights.
11. I ____ (work) at 10.30 last night.
A was working C am working
B worked D work
12. Rewrite the following sentence:
You watch TV more than me.
=> I don't ..........................................................
13. Using the correct form of the word:
Phew! It's much ____ (hot) than it was yesterday, isn't it?
14. Robbie worked last weekend, but I _____.
A don't have to C can't
B mustn't D didn't have to
15. You ____ learn to drive. It will be very useful.
A must C have to
B don't have to D musn't

#GAME No 7
1. Do you know anybody _____ can play the piano?
A what C whose
B who D which
2. My father usually _____ (cycle) in the early morning if the weather is good.
A cycles C cycle
B cycling D cycled
3. Rewrite the following sentence:
Unless he apologizes to me, I won’t be on his team.
=> If he doesn't ...................................................................................
4. Is it okay if I have ____ cheese?
A many C some
Ba D few
5. We need new furniture in the dining room. _____ very old and scratched.
A Its C They're
B Their D It's
6. Write a suitable article: a/ an/ the/ ∅
Can you turn off ___ radio, please?
7. Everything on the menu looks delicious! Erm, I ______ Chicken Kiev, please.
A has C had
B will have D have
8. She _____ (watch) TV this evening.
A are going to watch C is going to watch
B will watch D was going to watch
9. The sun _____ (shine) at the moment.
10. A: Is Tom here?
B: No, I'm afraid he ___ just ____ (go).
A are/ going C have/ gone
B is/ going D has/ gone
11. It was hot in the room, so I ____ the window.
A have opened B opened
C open D opens
12. Write a suitable preposition in the blank:
'Where's David?' __ the garden.
13. Luke ____ (stand) outside the bank when suddenly two robbers ran past him.
A was standing C is standing
B stood D were standing
14. Brazil isn't ____ Canada.
A as big than C bigger
B the biggest D as big as
15. Write the superlative form of the word:
Excuse me, where is ____ bank? (near)

#GAME No 8
1. You always ask questions ____ are difficult to answer.
A who C which
B when D whose
2. If you (be not) ____ sure about what to do, ask the instructor
A were not C are not
B is not D was not
3. If I find your ring, I ____ (give) it back to you.
4. There's only ____ coffee left in the jar.
A little C few
B a few D a little
5. I love your hair. ____ really soft.
A Its C Their
B It's D They're
6. Write a suitable article: a/ an/ the/ ∅
Why are you sitting on ___ floor?
7. I'm sorry I was late this morning. It ____ happen again.
A don't C didn't
B wasn't D won't
8. We _____ (go) to the cinema on Monday.
A are going to C is going to
B went D will go
9. She ____ (play) the piano at the moment.
10. A: John, this is Mary.
B: Yes, I know. We ____ already ____ (meet).
A have/ met C was/ meeting
B has/ met D were/ meeting
11. I usually get up early but this morning I ___ up at 9.30.
A will get C got
B get D have got
12. Write a suitable preposition in the blank:
Julia is working __ her desk.
13. Ted ____ (play) his guitar at half past seven.
A played C play
B were playing D was playing
14. Can a horse run ____ a train?
A the fastest C as fast as
B faster D as fast than
15. Write the superlative form of the word:
What is _____ (unusual) thing you've ever done?

#GAME No 9
1. If Joe doesn’t have lessons in the morning, she always ____ (sleep) until noon.
A sleeps C sleep
B will sleep D is sleeping
2. Jim was wearing a hat ____ was too big for him.
A that C∅
B where D who

3. If we travel to London, we _____ (visit) the museums.

4. Sue has got very long ____ (hair)
A a hair C some hairs
B hairs D hair
5. Even if you only have a ____ money, you can still have a great time at your local
open-air market.
A∅ C little
B lot of D few
6. Write a suitable article a/ an/ the in the blank:
Mum has gone to ___ bank, but she'll be back soon.
7. I ____ (remember) this day for the rest of my life!
A am remembering C remembered
B will remember D remember
8. 'The weather has been terrible, hasn't it?'
'Yes, I think it ____ (rain) again later.'
A is going to rain C rains
B will rain D are going to rain
9. Yes, the match is on TV now, but we _____ (lose).
10. They ____ (give) the baby name yet.
A doesn't give C haven't given
B hasn't given D didn't give
11. I don't need a football because I ____ (buy) one yesterday.
A buys B buy
C bought D have bought
12. Write a suitable preposition in the blank:
We're __ a concert.
13. Carol and Jack ____ (watch) a film at 3 o'clock yesterday afternoon.
A were watching C watched
B was watching D have watched
14. I don't feel ____ I felt yesterday.
A more good C as good than
B as good as D better
15. I think these biscuits are even _____ (nice) than the last ones you made.

#GAME No 10
1. When Mary ____ (listen) to classical music, she always feels happy
A listen
B listened
C listens
D is listening
2. I have a friend ___ is very good at repairing cars.
A∅
B what
C which
D who
3. If the weather is beautiful tomorrow, we (drive) ____ to the beach.
4. We had ______ when we were on holiday.
A a lovely weather
B an lovely weather
C lovely weathers
D lovely weather
5. Contact your Town Hall to find out if there are ____ open-air markets in your area.
A any
B an
Ca
D∅
6. Write a suitable article a/ an/ the in the blank:
Where are ___ books I ordered?
7. 'Do you need this paintbrush?'
'Ah, yes. ____ you ____ (pass) it to me, please?'
A will/ pass
B Do/ pass
C Did/ pass
D are/ passing
8. 'Have you made plans for the summer?'
'Yes. We ____ (go) to Spain.'
A go
B will go
C are going to
D is going to
9. How's the match going? __ your team ___ (win)?
10. ____ you ____ (live) here since 2005?
A Have/ lived
B Are/ living
C Did/ live
D Has/ lived
11. I know a lot about Paris because I ____ (go) there two years ago.
A have gone
B went
C go
D was going
12. Write a suitable preposition in the blank:
This photo was taken __ winter.
13. Tom _____ (drive) at 3 o'clock yesterday afternoon.
A was driving
B were driving
C are driving
D is driving
14. The weather isn't _____ it was yesterday
A more cold
B as cold as
C as cold than
D colder
15. I hear her new CD is ____ than her last one. What do you think?

#GAME No 11
1. Do you know any restaurants ____ they serve vegetarian dishes?
A that C which
B who D where
2. If Bill phones, ____ (tell) him to meet me at the cinema.
A told C will tell
B telling D tell
3. We _____ (get) there more quickly if we go by taxi.
4. We had _____ when we were on holiday.
A a lovely weather C an lovely weather
B lovely weathers D lovely weather
5. I want to wash my hair. Is there ___ shampoo?
A any C a lot of
B many D some
6. Choose a suitable article: a/ an/ the
Would you prefer to read __ book or watch TV?
7. I ____ (travel) around the world one day.
A travel C will travel
B am going to travel D is going to travel
8. Leave the old bread in the garden. The birds _____ (eat) it.
A will eat C eats
B eat D are going to eat
9. You (not hold) the kite right. Let me show you.
10. The lesson ____ (start) yet.
A hasn't started C didn't start
B haven't started D wasn't starting
11. Last Tuesday Lisa ___ (fly) from London to Madrid.
A was flying C has flown
B flew D flies
12. Write a suitable preposition in the blank:
What's the weather like __ Russia at the moment?
13. When you saw Eugene ____ he ____ (go) home?
A did/ go C does/ go
B were/ going D was/ going
14. Box A isn't _____ Box B.
A as big as C as big than
B the biggest D bigger
15. I can't wait ____ than an hour. (long)

#GAME No 12
1. The boys ____ basketballs are white are wearing tracksuits.
A which
B who
C whom
D whose
2. If public transport is efficient, people ____ (stop) using their cars.
A stop
B would stop
C will stop
D stops
3. If there is a fire, the alarm ____ (ring).
4. We're going to buy some new ____.
A chair
B the chair
C chaires
D chairs
5. This evening I'm going to write ____ letters.
A any
B some
C a little
D much
6. Choose a suitable article: a/ an/ the
I bought a new game on CD-ROM for my computer, but ___ game didn't work
properly.
7. Do you think Curtis ____ (win) the car race tomorrow?
A win
B will win
C would win
D is going to win
8. Watch out, you ____ (fall) off the boat!
A will fall
B are going to fall
C fall
D is going to fall
9. I ____ (use) my brother's guitar until I get a new one.
10. Joe and Tim ____ (just come) into the classroom.
A have just come
B just came
C just come
D has just come
11. We ____ (enjoy) our holiday last year. We ____ (stay) at a very nice place.
A were enjoying/ were staying
B enjoyed/ stayed
C enjoyed/ were staying
D enjoy/ stay
12. Write a suitable preposition in the blank:
There are a lot of fish __ this river.
13. ____ you ____ (have) a shower when the earthquake happened?
A Do/ have
B Was/ having
C Were/ having
D Did/ have
14. A doesn't work _____ C.
A the hardest
B harder
C hardly
D as hard as
15. They played ____ than us. (good)

APPENDIX 6: LINKS AND ACCOUNTS FOR PLAYING GRAMMAR GAMES

GAMES USED IN NEARPOD APPLICATION

#GAME No 1
1. Why does he always wear clothes _____ are too small for him.
A. who
B. which
C. whose
D. why
2. She ____ (feel) dizzy the next day if she stays up late.
A. feel
B. will feel
C. feeling
D. feels
3. They ____ (get) a cold if they go out in this weather without wearing warm clothes.
=> ………….
4. Mary eats an _____ (apple) every day.
A. apple
B. apples
5. I bought ____ stamps and ____ postcards.
A. a lot/ some
B. many/ a
C. some/ some
D. some/ any
6. Write a suitable article:
Why are you sitting on ___ floor.
=> ………….
7. ___ you ____ (meet) Bill this evening?
A. Is/ meeting
B. Are/ met
C. Will/ meeting
D. Are/ meeting
8. Look! The shelf ____ (fall) down.
A. are going to fall
B. is going to fall
C. fell
D. falling
9. I don't think it ____ (rain) this afternoon.
=> ………….
10.
A: This is my new dress.
B: Oh, it's nice. ____ you ____ (wear) it yet?
A. Does/ wear
B. Do/ wear
C. Have/ worn
D. Has/ worn
11. ___ you see Joe yesterday?
'No, I ____
A. Did/ didn't
B. Do/ don't
C. Does/ doesn't
D. Have/ haven't
12. Write a suitable preposition:
Would you like to live __ another country?
=>...........
13. At 10:30 yesterday, she ____ (listen) to the radio.
A. is listening
B. are listening
C. was listening
D. were listening
14. It’s not ______ I thought it would be, actually.
A. as heavy than
B. as heavy as
C. more heavy than
D. heavier
15. Would you like ____ (go) to my wedding?
=> ………….

#GAME No 2
1. Tom hasn't got up yet. He's still __ bed.
A. in
B. on
C. of
D. at
2. Who was ___ first President of ___ United States?
A. the/ ∅
B. ∅/ ∅
C. a/ the
D. the/ the
3. Don't forget ____ (switch) off the light before you go out.
=> …………
4. ___ you ___ (go) out last night?
A. Are/ going
B. Have/ gone
C. Did/ go
D. Do/ go
5. We ____ (have) a party next Sunday. I hope you can come.
A. have
B. are having
C. will have
D. had
6. Martin is English but he lives in France. He ____ there for three years.
=> …….
7. How often __ you ____ (wash) your hair?
A. will/ wash
B. have/ washed
C. do/ wash
D. did/ wash
8. What's the name of the river ____ flows through the town?
A. which
B. who.
C. whose
D. when
9. If the weather is nice, I ____ (go) swimming tomorrow.
=> ……
10. Many people believe that Quang Hai is not _____ many famous footbal players in
the world
A. more talented
B. as talented as
C. as talented than
D. talented than
11. I prefer visiting Hongkong, one of (vibrant) _____ city in the world.
A. the vibrantest
B. more vibrant than
C. the vibrant
D. the most vibrant
12. Ten ___ are needed for our class. (pen)
=> ……
13. I forgot to phone David yesterday. I ____ phone him later today
A. can
B. must
C. have to
D. may
14. Tom, ___ I borrow your umbrella?
A. need
B. must
C. have
D. can
15. I don't like ____ (be) shouted at.
=> …….

#GAME No 3
1. And how many ___ do we need?
A. an egg
B. egges
C. eggs
D. egg
2. If Caroline and Sue prepare the salad, Phil ____ (decorate) the house.
A. decorates
B. will decorate
C. decorating
D. would decorate
3. Do you know about Sally? She ____ (get) married next month.
=> is getting
4. This window ____ (break) last night.
A. were broken
B. was broken
C. broke
D. has broken
5. ____ it often ____ here? (snow)
A. Does/ snow
B. Do/ snow
C. Did/ snow
D. Have/ snowed
6. He admitted ____ (take) the money.
=>………….
7. Nobody lives in those houses. They ____ empty for many years.
A. had been
B. were
C. has been
D. have been
8. ___ he _____ (stay) at his grandparents’ house tonight?
A. Is/ going to stay
B. Was/ going to stay
C. Is/ staying
D. Will/ stay
9. Write a suitable preposition:
You should go to the Louvre when you're ___ Paris.
=> ………….
10. The boys ____ basketballs are white are wearing tracksuits.
A. that
B. which
C. whose
D. who
11. I have Maths on Tuesdays, but I _____ (have) Science on Tuesday this week.
A. was having
B. am having
C. will have
D. have
12. Choose the correct answer: have to/ has to/ must
The bus goes at 10.15. She ____ leave at 10 if she wants to catch it.
=> ………….
13. England is too cold in spring – let's go to Spain where is ______. (hot)
A. hotter
B. the coldest
C. colder
D. hottest
14. I need ____ butter to make a cake.
A. an
B. a
C. any
D. some
15. I ____ (play) football when she called me.
=> ……….

#GAME No 4

1. How about making an _____?

A. apple pie
B. apple pies
C. apples pie
D. apples pies
2. If Sue cuts the onions for the salad, Caroline ____ (peel) the mushrooms.
A. peel
B. peels
C. would peel
D. will peel
3. Silvia ______ (do) an English course at the moment.
=> ………….
4. This is a very old photograph. It ____ (take) a long time ago.
A. was taken
B. were taken
C. is taken
D. are taken
5. ___ you often ____ (go) to the cinema?
A. Have/ gone
B. Did/ go
C. Do/ go
D. Does/go
6. He didn’t want to risk ____ (get) wet.
=> ………….
7. Mike ____ ill for a long time. He ____ in hospital since October.
A. have been/ has been
B. has been/ has been
C. has been/ have been
D. have been/ have been
8. I ____ (see) a film at the cinema tonight.
A. am seeing
B. will see
C. am going see
D. was going to see
9. Write a suitable preposition:
I think John is __ the cinema, watching Titanic.
=> ………….
10. The girls ____ hair is long are called Lucy, Tina and Debbie.
A. who
B. whose
C. which
D. that
11. Oh! Someone ____ (knock) the door
A. is knocking
B. are knocking
C. was knocking
D. were knocking
12. Choose the correct answer: have to/ has to/ must
I ____ clean my shoes before I wear them.
=> ………….
13. He drives as ________ his father does.
A. careful as
B. carefully
C. carefully than
D. carefully as
14. Is there ____ petrol in the car?
A. a lot of
B. many
C. any
D. some
15. What was she doing while her mother ____ (make) lunch?
=>.........

#GAME No 5
1. ____ the ѕtudentѕ in mу ᴄlaѕѕ enjoу taking part in ѕoᴄial aᴄtiᴠitieѕ.
A. Moѕt of
B. Moѕt
C. Manу
D. The number of
2. "Would you like _____ (sit) down?" "No thanks. I'll stand."
A. sitting
B. to sit
C. sit
D. sat
3. I didn't like ____ (work) there.
=> ………….
4. This is a valuable book. You ____ look after it carefully and you _____ lose it.
A. must/ mustn't
B. have to/ don't have to
C. need/ needn't
D. can/ can't
5. She ____ do homework every evening.
A. haven't
B. didn't
C. doesn't
D. don't
6. Well, currently my dad _____ (work) for an Agriculture and Rural Development
Bank.
=> ………….
7. She _____ (do) this type of project many times before.
A. does
B. will do
C. did
D. has done
8.The man ____ dog is sick is a director.
A. who
B. whose
C. which
D. that
9. My best friend _____ (swim) when I came to her house.
=> ………
10.
A: Why are you holding a piece of paper?
B: I (write) ______ a letter to my friends back home in Texas.
A. am going to write
B. am writing
C. will write
D. wrote
11. One of ______ football players in Vietnam is Nguyen Cong Phuong.
A. famous
B. most famous
C. the most famous
D. the more famous
12. Write a suitable preposition:
I live __ 32 TP Street.
=> …..
13. Yesterday, I ____ to the restaurant with a client.
A. will go
B. have gone
C. go
D. went
14. If you don't stay away from me, I _____ (shout).
A. will shout
B. shouting
C. shouted
D. shout
15. She doesn’t mind _____ (work) the night shift.
=> ……..

#GAME No 6
1. He made too _____ miѕtakeѕ in hiѕ ᴡriting.
A. a feᴡ
B. muᴄh
C. manу
D. a number of
2. I would like ____ (come) to your wedding, but I'm afraid it isn't possible.
A. came
B. come
C. coming
D. to come
3. I don't like _____ (live) in this part of town. I want to move somewhere else.
=> ………….
4. Gary gave me a letter to post. I ____ forget to post it.
A. needn't
B. mustn't
C. don't have to
D. couldn't
5. My life _____ so boring. I just watch TV every night.
A. is
B. are
C. was
D. were
6. Be careful! I think they ____ (lie).
=> ………….
7. ___ he ever _____ (talk) to you about the problem?
A. Does/ talk
B. Did/ talk
C. Have/ talked
D. Has/ talked
8. That’s the man ____ car is a Ferrari.
A. that
B. which
C. whose
D. who
9. They were cooking a barbecue while I ____ (prepare) drinks.
=> ………….
10.
A: I'm about to fall asleep. I need to wake up!
B: I (get) _____ you a cup of coffee. That will wake you up.
A. get
B. will get
C. am going to get
D. got
11. No river in the world is _____ than the Nile.
A. longer
B. the longest
C. much longest
D. long
12.Write a suitable preposition:
His father works __ the factory.
=> ………….
13. Yesterday, we ____ (drive) around the parking lot for 20 mins to find a parking
space.
A. will drive
B. driving
C. drive
D. drove
14. If you pay attention to the lesson, you _____ (understand) it.
A. understand
B. will understand
C. would understand
D. understood
15. Are you thinking of _____ (visit) London?
=> ………….

#GAME No 7
1. I can’t imagine Peter _____ (go) by bike.
A. went
B. go
C. goes
D. going
2. I have photographs of my family __ the wall of my office.
A. in
B. on
C. at
D. under
3. Phuong _____ to Hanoi yesterday. (return)
=>.......
4. I’ve booked the ticket. I’m so happy I _____ (visit) my sister.
A. am going to visit
B. will visit
C. visit
D. visited
5. Susie is ____ of the four girls.
A. the prettiest
B. the most pretty
C. more pretty
D. prettier
6. A: Where is Molly? B: She _____ (feed) her cat downstairs.
=> ……….
7. If you meet your parents, ____ them my regards.
A. sent
B. send
C. will send
D. sending
8. How long ____ you ____ at this school? (be)
A. were/ be
B. did/ be
C. has/ been
D. have/ been
9. Nobody in our class plays _______ Patrick. (good)
=> …………….
10. I am sure that John ____ be the thief.
A. couldn't
B. can't
C. mustn't
D. don't have to
11. My sister doesn’t like ____ up early.
A. getting
B. to get
C. get
D. got
12. Write the word in the correct form (plural or single):
People eat _____ (rice) everyday because it is very good for their health.
=> ……………
13. Tell me the reason ______ you were absent yesterday.
A. who
B. when
C. why
D. which
14. Austria was ruled by ___ Habsburgs for many centuries.
A. the
B. ∅
C. a
D. an
15. Would you like ____ (drink) something cold?
=>..........

#GAME No 8
1. I enjoy _____ (write) picture postcards.
A. wrote
B. writing
C. write
D. to write
2. Mr. Smith's jacket is ___ the closet.
A. in
B. on
C. at
D. of
3. That boy (have) ____ some eggs last night.
4. A: I’ve got two tickets for a concert but can’t find anyone to go with me
B: I ____ (come) with you. That sounds much more fun than studying.
A. come
B. am going to come
C. am coming
D. will come
5. I’m surprised I didn’t fall asleep. I think that he is one of _____ people in the world.
A. boring
B. the most boring
C. more boring
D. most boring
6. Luke _______ (not study) Japanese in the library. He’s at home with his friends.
7. She _____ (feel) sad if you _____ (not, give) her a gift.
A. felt/ didn't gave
B. feels/ don't give
C. will feel/ don't give
D. will feel/ didn't give
8. ____ they ___ back to you yet? (get)
A. Did/ get
B. Have/ get
C. Has/ got
D. Have/ got
9. You must explain your problems as ____ as you can. (clear)
10. I am sure that the cat ____ be in the house somewhere.
A. must
B. has to
C. can
D. may
11. Why do you like ____ (learn) in the library?
A. learn
B. learning
C. learnt
D. will learn
12. Write the word in the correct form (plural or single):
We had very bad _____ (weather) while we were on holiday.
13. I met a lot of new people at the party ________ names I can’t remember.
A. which
B. that
C. who
D. whose
14. ___ rich should do more to help ___ poor.
A. the/ a
B. the/ the
C. a/ the
D. a/ a
15. What gift would she like ____ (take) for her birthday?

k #GAME No 9
1. William Shakespeare ____ from 1564 to 1616. He ____ a writer. (live/ be)
A. Lived/ was
B. lives/ is
C. has lived/ was
D. lived/ is
2. The office ______ at the moment. (clean)
A. is cleaned
B. are cleaned
C. is being cleaned
D. are being cleaned
3. I’m not going to party. I ____ (not invited)
=> …………….
4. What ____ you ____ at three o’clock yesterday? (do)
A. was/ doing
B. were/ doing
C. did/ do
D. are/ doing
5. They used _____ in the same street as us.
A. living
B. live
C. to living
D. to live
6. I used to play tennis. These days I ____ golf. (play)
=> ………….
7. I think Diana ____ the exam. (pass)
A. pass
B. passes
C. will pass
D. passed
8. I like this hotel room. You ____ (see) the mountains from the window.
A. can see
B. have to see
C. must see
D. need to see
9. I would like _____ (have) some information about hotels, please.
=> ………….
10. There’s a _____ at 10.30. It’s a fast train.
A. trains
B. train
11. There are lots of people ____ the restaurant.
A. at
B. on
C. in
D. of
12. This program, ____ is totally free, projects your computer against viruses.
=> …………….
13. I was very tired and went _____ (sleep) quickly.
A. sleep
B. sleeping
C. slept
D. to sleep
14. I don’t like my job. I want to do something _____ (interesting).
A. the most interesting
B. most interesting
C. the more interesting
D. more interesting
15. The weather isn’t _____ (cold) it was yesterday.
=> ……………..

#GAME No 10
1. You don’t work _____ (hard) me.
A. more hard than
B. harder than
C. as hard as
D. as hard than
2. The church is very old. It’s _____ (old) building in the town.
A. the oldest
B. the older
C. older than
D. oldest
3. If you ___ a teenager who criticizes your parents for their lack of technological
awareness, don’t be too hard on them!
=> …..
4. ____ you come to my party?
A. Must
B. Can
C. Have to
D. Need to
5. I didn’t read the newspaper properly, I just ____ (glance) at it, really.
A. glance
B. glancing
C. have been glanced
D. glanced
6. Remind me _____ (send) Nigel a letter about our plans.
=>............
7. You ______ pay to use the office phone.
A. mustn’t
B. don’t have to
C. can’t
D. doesn’t have to
8. Let’s go for a swim as soon as we ____ (reach) the hotel!
A. reach
B. reaching
C. to reach
D. reaches
9. You have been here _____ (long) than her.
=> …………
10. Please be quiet. I _____ (read)
A. read
B. reads
C. was reading
D. am reading
11. There was ______ food in the fridge. It was nearly empty.
A. little
B. a lot of
C. some
D. many
12. Most children like ____ (play)
=>............
13. I think I _____ (take) up a musical instrument, maybe the violin.
A. take
B. am taking
C. am going to take
D. took
14. I ____ (try) to open the door when I pulled the handle off. Oops!
A. am trying
B. was trying
C. was tried
D. try
15. ____ you ____ (start) your new job yet?
=> …………….

#GAME No 11
1. I ____ (see) that woman before but I can’t remember where.
A. have seen
B. has seen
C. saw
D. see
2. I would like ____ (be) a musician, but I don’t play any instruments.
A. am
B. be
C. to be
D. being
3. _____ your keys while playing football was really careless! (Lose)
=> Losing
4. The book is $10 and you ______ pay $2 for delivery.
A. must
B. have to
C. can
D. could
5. If you _____ a good job, it’s important to get a good education.
A. wanted
B. wanting
C. are wanting
D. want
6. I ____ the letter yesterday, so it should get there tomorrow.
=> ……
7. I read about the accident ___ the Internet.
A. on
B. at
C. in
D. of
8. What ____ you ____ (do) at 2 o’clock this morning?
A. was/ doing
B. were/ doing
C. did/ do
D. have/ done
9. ______ (you/do) exercises every morning?
=> ……..
10. You _____ (wash) those plates up, aren’t you?
A. will wash
B. are going to wash
C. wash
D. washed
11. I ____ usually _____ (buy) a special ticket each week for the bus because it’s
cheaper.
A. am/ buying
B. is/ buying
C. was/ buying
D. were/ buying
12. Do you remember the woman ____ was playing the piano at the party?
=> who
13. ‘Where’s your luggage?’ ‘I haven’t got ____’
A. some
B. much
C. any
D. an
14. How ___ your parents? Are they well?
A. did
B. does
C. is
D. are
15. Yesterday ___ (be) a public holiday so the shops ____ (be) closed. They’re open
today.
=> …….

#GAME No 12
1. You ___ at home last night. Where ___ you?
A. wasn’t/ was
B. weren’t/ were
C. weren’t/ was
D. wasn’t/ were
2. What time ____ you usually ____ (go) to bed?
A. do/ go
B. did/ go
C. can/ go
D. have/ gone
3. They _____ (build) a new theater in the city center at the moment.
=> are building
4. I want that letter. ____ you give it to me?
A. Must
B. Have to
C. Can
D. Need
5. ____ books are these?
They’re ours.
A. Who
B. Which
C. That
D. Whose
6. Write a suitable article:
I’m going to ___ post office to get some stamps.
=> the
7. Would you like ______ (go) to the theater this evening?
A. to go
B. going
C. go
D. to going
8. Mary _____ (not feel) well yesterday, so she went to the doctor.
A. didn’t felt
B. wasn’t feeling
C. isn’t feeling
D. doesn’t feel
9. I don’t like _____ in cold water. (swim)
=> swimming
10. Alaska is _____ (large) state in the USA.
A. larger
B. largest
C. more large
D. the largest
11. _____ you ____ (go) to the cinema tomorrow evening?
A. Are/ going
B. Do/ go
C. Have/ gone
D. Did/ go
12. It’s Bill’s birthday next Monday. He ____ (be) 25.
=> will be
13. There are a few shops ____ the end of the street.
A. on
B. in
C. at
D. of
14. About four years ago, I decided _____ a chef (become)
A. become
B. to become
C. becoming
D. became
15. I don’t have much money, but you ____ borrow some if you need it.
=> can

GAMES USED IN EDUCANDY APPLICATION

#GAME No 1
Matching the following sentences (1-15) with the correct answers.
1. It's the first time_____our flat, isn't it?
2. Have we got___homework today?
3. Write the correct form of the verb: I______at the local library for the summer.
(work)
4. 'How often do you go____the dentist?
5. 'We're moving house tomorrow.' 'Really? _______ you with the furniture.
6. 'The weather has been terrible, hasn't it?' 'Yes, I think it _____
7. Daniel_____you at one o'clock yesterday, but you were here with me.
8. Can you afford____so many presents?
9. ____you ever____ to Florida?
10. Kevin lives in___Newton Street.
11. If you need help, ____ me!
12. At night o'clock last night, I _____ TV.
13. Marsha ____ to dance lessons every Saturday.
14. My working day is ____ than it used to be.
15. You're expecting David to ring. The phone rings. (must)

a. to buy i. called

b. any j. was watching

c. It must be David who rings the phone. k. I'll help
d. you have visited l. goes
e. to m. is going to rain
f. longer n. ∅
g. Have/ been o. tell
h. am working

#GAME No 2
Matching the following sentences (1-15) with the correct answers.
1. Did you come here ____ the bus?
2. The advice you gave me ____ really useful. Thanks!
3. Quentin will do anything to avoid ____ to school. He's so lazy.
4. You can have some coffee but I don't want ____
5. When I was four, I _____ to eat ice cream every day. (use)
6. ____ you ____ a shower when the earthquake happened?
7. The Europa Hotel is _____ hotel in the town.
8. Stacy _____ ready for school, so she can't come to the phone. (get)
9. I ____ to the theater four times last month.
10. The weather is nice at the moment. It ____. (rain)
11. ____ Chris often play tennis? (Do)
12. I'm sorry but we ____ to your birthday party next Sunday. (come)
13. The washing machine was broken but it's OK now. It _______ (repair)
14. Here's a photo of the hotel ____ we stay.
15. Last night I wrote ______ letters to my family and friends.

a. walking i. any

b. used j. a few
c. went k. where
d. Were you having l. the most expensive
e. on m. is not raining
f. has been repaired n. can't come
g. Does o. is getting
h. was
#GAME No 3
Matching the following sentences (1-15) with the correct answers.
1. Munich is a large city __ the south of Germany.
2. 'Does your friend speak English?' 'Yes, _____'
3. I don't play tennis _____ you.
4. If you go to bed early tonight, you _____ better in the morning. (feel)
5. At 11 o'clock tomorrow, she _____ at work. (be)
6. I woke up in ___ middle of the night.
7. A: Are you tired? B: I ___ (be), but I'm not now.
8. How ____ milk do you want in your coffee?
9. If you ___ hungry, have something to eat.
10. Everyone ____ that it was Bill's fault, but nobody said anything.
11. Do you remember _____ to Germany when you were two years old?
12. My dad _____ a beard, but my mum doesn't like the idea.
13. 'Have you read this book?' 'Yes, I _____ it twice.'
14. If you heat ice, it ____. (melt)
15. What __ you usually __ at weekends?

a. much h. melts
b. going i. the
c. will feel j. have read
d. is going to grow k. a little
e. will be l. do / do
f. in m. knew
g. are n. as often as
o. was

#GAME No 4
Matching the following sentences (1-15) with the correct answers.
1. It's raining really hard, but luckily we ____ out this evening. (go)
2. You got up earlier than me. =less than I didn't _________
3. Money is important but it isn't _____ important thing in life.
4. Michael was made _____ by his mother. (apologise)
5. Rewrite the following sentence: My camera cost $100. Yours cost $96. =less than
My camera cost a bit __________
6. I'm tired. I'd like _____ to sleep now. (go)
7. The next time you're feeling ill, try _____ a comedy instead of just doing nothing.
(watch)
8. Shoes are expensive. They _____ a lot of money. (cost)
9. When I'm tired in the evenings, I like _____ television. (watch)
10. When did you arrive __ London
11. Write a suitable relative pronoun in the blank: An airplane is a machine ____ flies.
12. You ____ (got) a car, have you?
13. We weren't happy with the hotel. Our room ___ very small and it ___ very clean.
14. Karen ____ the keys from the kitchen table and ran out the door. (take)
15. Listen! Somebody _____ (sing).

a. watching h. to go
b. in i. My camera cost a bit more than yours.
c. to apologise j. took
d. is singing k. the most
e. watching l. was/ wasn't
f. get up as early as you. n. don't have to go
g. haven't got o. that

#GAME No 5
Matching the following sentences (1-15) with the correct answers.
1. Using the correct form of the word: Wait! Your bicycle is _____ (fast) than mine!
2. You ____ pay to send an email.
3. The game tomorrow is very important for us. We ____ win.
4. If there's bad news and good news, I like _____ the bad news first. (have)
5. He doesn't like ____ famous. (be)
6. Julia never ___ breakfast.
7. He’d like ____ at 7a.m. (leave)
8. Rewrite the following sentence using relative pronouns: She can't come to my
birthday party. That makes me sad.
9. ___ you visit Ho Chi Minh Museum with your class last weekend?
10. The bridge looks so weak, it ______ (collapse) anytime soon.
11. Write the suitable article: a/an/the We are looking for ___ place to spend the night.
12. They _____ (wait) for the bus when the accident happened.
13. “What are your plans for this evening?” I _____ (meet) my friends and then go to a
birthday party.
14. I always eat __ home
15. She is _____ singer I’ve ever met.

a. being j. don't have to

b. faster k. am going to meet
c. She can't come to my birthday party, l. the worst
which makes me sad
d. a m. to have
e. to leave n. Did
g. must o. were waiting
h. is going to collapse
i. eats

#GAME No 6
Matching the following sentences (1-15) with the correct answers.
1. Do you know the reason______ 006 was killed?
2. Unless you ______ all of my questions, I can’t do anything to help you.
3. Mr Johnson lived with his three ______ in the countryside.
4. I have ______ money, not enough to buy groceries.
5. He tried to park his car but______ space wasn't big enough.
6. Will your folks _____ before Tuesday?
7. Janet (help)___________ me.
8. My brothers (not/ drink)__________ coffee at the moment.
9. _____________ in England?
10. My father __________ excuses when I feel like going to the cinema.
11. A number of (duck) ___ (go) ___ through here, yesterday.
12. One of the strings ______ my guitar is broken.
13. My dad found some money while he ______ his suitcase.
14. You must explain your problems________ .
15. She ______ take the bus because her car broke down.

a. on i. duck/went
b. Have you ever worked j. is going to help
c. had to k. was packing
d. children l. answer
e. as clearly as you can m. always makes
f. little n. the
g. leave o. aren't drinking
h. when

#GAME No 7
Matching the following sentences (1-15) with the correct answers.
1. The girls ______ wear uniforms on Monday and Friday.
2. Nobody in our class plays_______ Patrick.
3. My brother ______ in Ireland when he met his girlfriend.
4. There's something wrong with the car. We'd better stop ______ the next garage.
5. I last (see)___ her at her house two ____ ago.
6. His students ________ (not, speak) German in class.
7. That's the best speech _________.
8. Look! Those people (climb)__________ the mountain so fast.
9. (he/ drive)__________ the car?
10. We _____ get there until after dark.
11. Can you turn off______ television, please?
12. She has ______ books, not enough for references.
13. My mother needs ______ milk to make a cake.
14. If someone ______ in to the store, smile and say, ”May I help you?”
15. That was the reason______ he didn’t marry her.

a. as well as i. was studying

b. some j. a few
c .saw/months k. don’t speak
d. is he going to drive l. comes
e. at m. have to
f. the n. I’ve ever heard
g. are climbing o. won’t
h. why

#GAME No 8
Matching the following sentences (1-15) with the correct answers.
1. An architect is someone______ deigns buildings.
2. “Thanks. I’ll give you a call if I ______ some help tomorrow.”
3. How ______ apple are there in the basket?
4. There ______ traffic on the street at rush hours.
5. We might be able to catch______ last train if we hurried.
6. We will _____ what your father says.
7. We (stay)__________ at home tonight.
8. That girl (cry)_______ loudly in the party now.
9. He's the most difficult housemate _____________________
10. She ________ (not, be) six years old.
11. She (win) ___ the gold medal in 1986.
12. Would you like sugar ______ your coffee?
13. My grandma tried pizza for the first time while she______in Italy.
14. Her motor is ______ mine.
15. You ______ come and visit us for annual check-out.

a. won i. isn't
b. I’ve ever had to deal with. j. in
c. see k. are going to stay
d. was staying l. have to
e. who m. is crying
f. twice as big as n. is too much
g. many o. the
h. need

#GAME No 9
Matching the following sentences (1-15) with the correct answers.
1. Sunday is the day______ I go to Water park with my kinds.
2. If you can give me one good reason for your acting like this, ______ this incident
again.
3. Peter never feels lonely. He has got ______ friends.
4. There is ______ water in the bottle.
5. I would live to live by _____ sea.
6. He _____ arrive on time.
7. I (have)___________ a good time tonight.
8. Sit down! A strange dog (run)___________ to you.
9. When ____________ the school?
10. I _____ (be) a student.
11. I (be)___ a student in Moloxop School in 1998.
12. Look at those people swimming ______the river.
13. We ______ on the lake when it started to rain so we went home.
14. My car __________ your car.
15. I would live to live by _____ sea.

a. little h. am going to have

b. was i. the
c. is not as expensive as k. did you join
d. is running l. in
e. I will never mention m. many
f. were finishing n. will
g. am o. when

LINKS AND ACCOUNT FOR PLAYING GRAMMAR GAMES

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Account to participate in Nearpod Application

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