THE ROLE OF EDUTAINMENT IN TEACHING READING AND

VOCABULARY TO ENGLISH LANGUAGE LEARNERS

A Thesis

Presented to the faculty of the Department of Education

California State University, Sacramento

Submitted in partial satisfaction of

the requirements for the degree of

MASTER OF ARTS

in

Education

(Language and Literacy)

by

Dana Mohammed Fallata

FALL
2012
 THE ROLE OF EDUTAINMENT IN TEACHING READING AND

VOCABULARY TO ENGLISH LANGUAGE LEARNERS

A Thesis

by

Dana Mohammed Fallata

Approved by:

__________________________________, Committee Chair

Porfirio Loeza, Ph.D.

__________________________________, Second Reader

Terry Underwood, Ph.D.

____________________________
Date

ii
Student: Dana Mohammed Fallata

I certify that this student has met the requirements for format contained in the

University format manual, and that this thesis is suitable for shelving in the Library

and credit is to be awarded for the thesis.

Susan Heredia, Ph.D., Department Chair Date

Department of Teacher Education

iii
 Abstract

of

THE ROLE OF EDUTAINMENT IN TEACHING READING AND

VOCABULARY TO ENGLISH LANGUAGE LEARNERS

by

Dana Mohammed Fallata

Statement of Problem

In learning a foreign or a second language, motivation has been considered for

a long time the key factor that affects achievement and educational attainment (Pae &

Shin, 2010). The purpose of this study was to explore the benefits of using

edutainment methods with adult English learners in a reading and vocabulary class.

The primary research question was: Will the use of an online learning tool known as

Quiz let be effective for improving the ability of adult English language learners to

memorize vocabulary and increase their level of motivation, confidence in using the

target language and keep them engaged , in a level five class of adults in a reading and

vocabulary class?

iv
Sources of Data

Data was collected from 31 students in an adult English language institute in

Northern California. This program has students at various levels of language

proficiency and all students selected for this study were performing at level five in

reading and vocabulary. Two classes were used for this study. Eighteen students from

class B were placed in the treatment group and 14 students from class A were

placed in the control group. All students were placed in level five according to their

academic performance in the placement test that was given by the institute. An online

game called Quiz let was used as an edutainment method for vocabulary instruction.

The treatment lasted for approximately 45 minutes. Observations, surveys, interviews,

response journals, results from quizzes and final exams provided relevant data to

determine the findings for this study.

Conclusions Reached

The findings for this research study revealed that using edutainment methods

in vocabulary instruction was engaging, motivating and gave students confidence to

communicate in English as their second language. The analysis of the weekly quiz

results showed that the average scores for the treatment group was higher than the

average for the control group. This provided evidence that the use of an online

v
vocabulary game was an effective edutainment method in teaching reading and

vocabulary to adults learning English as a second language.

, Committee Chair
Porfirio Loeza, Ph.D.

Date

vi
 ACKNOWLEDGMENTS

At the end of this Thesis, I would like to thank people who made this work

possible. With deep gratitude, I thank my wonderful parents Aisha and Mohammed

Fallata for their endless love, encouragement and sincere prayers that everything goes

well.

My thanks also go to my amazing Siblings Soha, Reem, Ghaith, and Shahd

for motivating me and being always there for me.

Lovingly, I thank my dear husband, Emad Zabrmawi, for his constant

support and concern.

Finally, I would like to extend my thanks to my advisor Dr. Porfirio Loeza

and to Dr.Terry Underwood, the second reader, for their guidance, and invaluable

assistance in writing this research.

vii
 TABLE OF CONTENTS
Page
Acknowledgments ...................................................................................................... vii
List of Tables ............................................................................................................... xi
List of Figures............................................................................................................. xii
Chapter
1. INTRODUCTION .................................................................................................. 1
Research Questions .......................................................................................... 2
Statement of the Problem ................................................................................. 3
Purpose of the Study ......................................................................................... 4
Methodology..................................................................................................... 5
Definitions ........................................................................................................ 6
Limitations and Delimitations of the Research ................................................ 7
Organization of the Thesis................................................................................ 8
2. REVIEW OF THE LITERATURE ......................................................................... 9
Introduction ...................................................................................................... 9
Vocabulary Instruction ..................................................................................... 9
Vocabulary Instruction and English Language Learners ............................... 10
The Use of Games in Reading and Vocabulary Classes ................................ 14
Technology and Instruction ............................................................................ 14
Technology and Motivation ........................................................................... 15
Summary......................................................................................................... 16
3. METHODOLOGY ............................................................................................... 17
Participants ..................................................................................................... 17
Placement into Treatment and Control Groups .............................................. 18
Research Subject Demographics .................................................................... 19
Reading and Vocabulary Classroom Instructional Organization ................... 21

viii
 Materials ......................................................................................................... 22
Treatment Procedures ..................................................................................... 23
Game Task ...................................................................................................... 24
Instruments ..................................................................................................... 24
Observations/Ethnographic Notes .................................................................. 25
Surveys ........................................................................................................... 25
Student Interviews .......................................................................................... 26
Coding the Data .............................................................................................. 26
Summary......................................................................................................... 27
4. FINDINGS ........................................................................................................... 28
Survey Questionnaire ..................................................................................... 28
Analysis of Quizzes and Results .................................................................... 33
Analysis of Final Exam .................................................................................. 35
Interviews ....................................................................................................... 36
Journals ........................................................................................................... 38
Students Behavior during Vocabulary Instruction ........................................ 41
Summary......................................................................................................... 42
5. CONCLUSION .................................................................................................... 44
Summary of the Study .................................................................................... 44
Findings in Regards to the Research Questions ............................................. 46
Limitations ...................................................................................................... 47
Implementations and Recommendations ........................................................ 48
Suggestions for Future Research .................................................................... 49
Conclusion ...................................................................................................... 50
Appendix A. Study Guide ........................................................................................ 51
Appendix B. Survey Questionnaire ........................................................................ 102
Appendix C. Quiz Sample ...................................................................................... 105

ix
Appendix D. Sample of Students Interview Answers ........................................... 107
Appendix E. Sample of Students Reflection Journals .......................................... 111
Appendix F. Student Consent ................................................................................. 116
Appendix G. Teacher Consent ............................................................................... 118
References ................................................................................................................ 120

x
 LIST OF TABLES

Tables Page

1. Ethnic Breakdown of the Participants ............................................................ 18

2. The Instructional Organization of the Reading and Vocabulary Classes ....... 21
3. Final Exam Grades of Treatment and Control Groups ................................... 36
4. Frequency of Specific Journal Responses ...................................................... 41

xi
 LIST OF FIGURES
Figures Page

1. Question 7 Survey Results. Do you feel confident when you use the
new vocabulary in writing, reading and speaking by ................................. 29
2. Question 8 Survey Results. If you had the chance to play a vocabulary
game on a computer or watch a movie in class, you feel that you will .... 29
3. Control Group Survey Results on Question 7 ................................................ 31
4. Control Group Survey Results on Question 8 ................................................ 32
5. Treatment Group Survey Results on Question 7 ............................................ 32
6. Treatment Group Survey Results on Question 8 ............................................ 33
7. Treatment Group Quizzes Results .................................................................. 34
8. Control Group Quizzes Results ...................................................................... 34
9. Final Exam Results ......................................................................................... 35

xii
 1

Chapter 1

INTRODUCTION

Engagement and motivation has been a challenge when working with students

learning a second or foreign language. The typical foreign language class is often

perceived as dull and repetitive. Foreign language students have memories of

classrooms where the dominant mode of instruction is drill and repetition of phrases.

This has not been an exception with adults learning English as a second language.

Integrating education and entertainment can be widely observed over the last few

decades as an idea that is innovative and can lead to an increase in student motivation.

Recently, two commonly known terms for referring to combining learning and

entertainment are being used. Learning through play is now called "edutainment

(Rapeepisarn et al, 2006, para1). In Taiwan, for example, they use memorization as

the primary method for teaching English as a foreign language. This results in low

student motivation and provides an environment where students questions their level

of confidence and feel that their ability to learn English is challenged. Wu, Yen, and

Marek (2011) found that there could be a remarkable change in students ability if the

learning process is enjoyable. Therefore, including entertaining activities like

computer games, movies and online interaction as part of the classroom instruction

can result in a more effective learning experience especially for adult English

language learners. According to David (2007), the fact that English is an irregular

language makes it difficult to learn for non-native learners and this makes it difficult

to teach as well. Learning English can be interesting to students if the teacher applies
 2

the role of edutainment in the classroom setting. A study by Hu and Jiang (2008)

showed how films are used by teachers as an effective medium for teaching English

language skills

Research Questions

The researcher investigated the effectiveness of using an online memorization

tool for this study. An online vocabulary game called Quiz let was used to develop

English language learners literacy development, motivation, confidence in

communicating in English and to measure their engagement in the classroom setting.

In this game, any classroom instructor can go online and create a set of the new

vocabulary they want their students to master. The students task is to match the

correct word to its definition in the least amount of time. For this research, Quiz let

represents an edutainment method that will be used to explore if it is able to improve

students proficiency in mastering new vocabulary and increasing their confidence and

motivation in learning English while keeping them engaged inside the classroom. The

main question for this research study is:

Will the use of an online learning tool known as Quiz let be effective for

improving the ability of adult English learners in memorizing vocabulary and

increasing their level of motivation, confidence in using the target language and

keeping them engaged in a reading and vocabulary class? Other questions were

included to help assess instruction in the English language institute, including:

1. What are other edutainment activities that adult English language learners

enjoy in a reading and vocabulary classes?

 3

2. How will using edutainment methods affect students engagement in

reading and vocabulary acquisition?

Statement of the Problem

The purpose of this mixed methods study is to measure the level of

engagement and literacy development of students in a Reading and Vocabulary class

that uses edutainment. Edutainment is defined as the act of learning through a

medium that both educates and entertains or any of various media, such as computer

software, that educate and entertain (The American Heritage Dictionary.com, 2009).

Other examples of edutainment are video games, films, television programs and radio

programs.

Pae and Shins study (2010) mentioned that when learning a foreign or a

second language, motivation has been considered for a long time the key factor that

affects achievement and language acquisition or attainment. Most learners who have a

strong motivation usually are able to achieve greater proficiency in the second

language that they are learning. According to Yang and Wu (2011) Engaging and

motivating students is always a key factor for successful learning. Research has shown

that the application of technology improves student learning motivation and

performance in technology-rich classrooms (p .342).

In turn, according to Protacio (2012), when students are motivated to read, they

tend to read more. As the amount of reading increases their reading ability is more

likely to improve as well specifically their comprehension level. The study by posited

that it is essential to concentrate on motivation as an element that can assess students

 4

to become proficient, persistent, and passionate readers (p. 69). In addition, the

study mentions that motivation is considered to be an important element because could

make the significant difference between learning that is superficial and shallow and

learning that is deep and internalized (p. 69).

Purpose of the Study

There is a strong need of educating English teachers on the importance of

using edutainment methods in their classroom setting. In Saudi Arabia, for example,

currently English is taught starting from elementary school until college. In a study by

Al Bunaian (2009), the proficiency level of Saudi students learning English in public

and private intermediate and secondary schools reflects that the overall level of

student achievement in learning English as a foreign language is higher at the private

schools than at the public schools. A study that was done in Saudi public schools

showed that there is a significant statistical difference between the average student

score when learning English (as a foreign language) using a computer as an

educational tool than when English was taught without a computer. The average

student score for the control group in this study was lower for students taught English

in the traditional manner. Their level of understanding was also lower (Zylae, 2006a).

One of the most daunting features affecting public education in the Kingdom of Saudi

Arabia is the low performance of students learning English as a foreign language in

public schools (Zylae, 2006b). This phenomenon applies to all levels of public

education.
 5

In addition, from the researchers personal experience in teaching English as a

foreign language to intermediate and secondary grades in Riyadh, it appears that the

outdated lecturing and memorizing method of teaching causes the students to lose

confidence and motivation to communicate in the target language. These facts have

encouraged the researcher to pursue further research in the field of edutainment.

Methodology

Subjects who participated in this study were 32 English language learners

selected from two classes at an English Language Institute in Northern California.

Each student performance level in English was at level 5. Students in both classes

were at the same English level according to the placement test that is designed by the

English Language Institute. The placement test is usually given to new students who

join the institute to determine their level of English. The test examines the students

proficiency in vocabulary, oral language and writing skills.

This research study included all students from two classes of level 5 students

without regard to their gender. Students in both classes use the same curriculum and

study guide (see Appendix A for the study guide). Eighteen students from class B

were chosen to represent the treatment group since their classroom had the necessary

materials and equipment that would be used for the study treatment. The14 other

students from class A were chosen to represent the control group because their

classroom setting lacked the needed materials and equipment to be used for the

treatment group. The treatment group received instruction once a week during on a

vocabulary lesson which lasted for 45 minutes. After the students were introduced to
 6

the new vocabulary by the teacher, the class was divided into two groups. Students

from each group took turns in challenging each other by playing Quiz let scatter.

Their task was to match the new vocabulary to the definition in the least amount of

time. The two teams were allowed to help each member of their team as they were

trying to accomplish the task. Sometimes the teacher provided an incentive to the

students by promising them one bonus point if they finished in a certain amount of

time.

A survey questionnaire was administered to gather detailed information on the

students background and experiences in learning English as a second language and

their perspective on using edutainment methods in class. They were also asked if they

considered the game an effective tool that could help them memorize the new

vocabulary easier. The surveys were completed by both the treatment and the control

group. In addition, both groups took part in informal interviews with the researcher.

They provided details on their experience using online vocabulary games in the class

and how this affected their motivation, confidence and engagement. Moreover, the

treatment group responded in a reflection journal that was designed and administered

by the teacher of the class.

Definitions

Oxford dictionary and the free dictionary by Farlex define the following terms

as:

Education: The process of receiving or giving systematic instruction at a

school or a university. It also can be defined as a theory and practice of teaching, a

 7

body of knowledge acquired while being educated, information about or training in a

particular subject, or an enlightening experience.

Educational technology: Is the study and ethical practice of facilitating

learning and improving performance by creating, using and managing appropriate

technological processes and resources.

Edutainment: computer games, television programs, or other material, intended

to be both educational and enjoyable.

Entertainment: The action of providing or being provided with amusement or

enjoyment.

Motivation: a reason or reasons for acting or behaving in a particular way.

Teaching methods: The principles and methods of instruction.

Limitations and Delimitations of the Research

This research study involved only two classes of level 5 students at a single

English Language Institute. Therefore, generalization of the findings can be limited.

The control group and the treatment group in this study were chosen from two

different classes. There is the possibility that other factors such as the teachers style

and the instructional organization affected student performance. With such limited

number of students in each group, student attendance affected the research outcomes.

Students individual differences such as the style of learning English they were taught

in their home countries before joining the institute may have affected the outcomes of

this study as well. Additionally, the treatment was shortened and students in the
 8

treatment group missed two sessions of the required treatment (six weeks) because of

reasons beyond the institutes control.

Organization of the Thesis

Chapter 1 gives an overview of the research problem, purpose of the study,

research questions, methodology, including data collection procedures and limitations

of the study. Chapter 2 builds on the information that was offered in chapter 1 and

gives a profound overview on the literature regarding the importance of mastering

vocabulary in learning English especially for English language learners, the effect of

using games in reading and vocabulary classrooms, and technology and instruction.

Chapter 3 contains the methodology used to collect data, describes the participants and

the nature of the treatment that was given. While Chapter 4 analyzes the findings and

the results, Chapter 5 concludes by offering recommendations on activating and

improving the use of edutainment methods. This research will suggest as part of its

findings that edutainment is an effective medium for English language learners

acquisition and development in reading and vocabulary in English as a second

language. This last chapter will also shed light on areas that might be useful for further

research.
 9

Chapter 2

REVIEW OF THE LITERATURE

Introduction

As a second language student, I learned a large amount of vocabulary from

watching TV. My mother, an English language teacher, always encouraged me to

watch cartoons in English. Therefore, Disney movies and shows like Sesame Street

and the Electric Company were my favorite. When I reflect back on my learning

experience, I realize that I learned new vocabulary in English because the process of

learning was entertaining and enjoyable. Nevertheless, having my mother as resource

of information to go back to whenever I needed more explanation or examples was

helpful. Therefore, I strongly believe that the process of second language acquisition

can be entertaining when it is combined with the use of media and entertainment.

In order to investigate the effects of using edutainment with adult English

language learners in a reading and vocabulary class, it is pertinent to explore the

underlying components and applications that are effective for language acquisition.

This chapter provides a review of the current and relevant literature pertaining to the

importance of mastering vocabulary in learning English, especially for English

language learners. The effects of using games in reading and vocabulary classrooms,

technology and instruction are also included in this literature review.

Vocabulary Instruction

The importance of developing vocabulary across the curriculum has been

substantiated by educational researchers such as Ediger (1999). According to him,

 10

developing a rich vocabulary in the four skills of language is essential in all curricular

areas especially in the reading curriculum. Each student needs to master certain

amount of vocabulary to acquire a second language. Furthermore, this study explains

that one of the reasons that students do not read well is that they do not possess a

functional vocabulary for reading. Therefore, developing various repertoires of

vocabularies should be a major goal in each academic discipline. The same study

pointed out that in order to help the students achieve critical objectives in vocabulary

development, the activities the teacher chooses should include certain elements. First,

the activity should differentiate and allow each student the potential for success.

Second, all student should feel accepted within the group regardless of their ability to

learn a second language.

Vocabulary Instruction and English Language Learners

Studies have shown that mastering vocabulary is considered an important

factor in learning a second language. According to Sibold (2011), vocabulary

instruction can directly improve students' reading comprehension of textbook content.

Usually teachers tend to develop students' vocabulary across the curriculum. English

language learners need to receive explicit instruction in academic vocabulary to

succeed in school. Usually when English language learners struggle with reading

comprehension, it is because they often find it difficult to understand the vocabulary.

Many studies report that low academic language skills are associated with low

academic performance (Sibold, 2011, p. 24).

 11

Furthermore, the study explained that students with different abilities or the

ones who come from different socioeconomic (SES) groups have different levels of

vocabulary knowledge. The lack of vocabulary knowledge is the main barrier for

learners to understand texts and classroom activities. Additionally, the study explains

that both native English speakers and English language learners need to be assisted in

learning the language that is used in the classrooms as part of instruction and in other

activities that take place inside the classroom like reading, discussion, and

assignments. This is what is referred in the literature to academic language.

Research by Barr, Eslami, and Joshi (2012) emphasizes that vocabulary

instruction must include a variety of complementary methods designed to explore the

relationships between words and should include exploring relationships among word

structure origin, including meaning. Emphasis should also be placed on

comprehension strategies that include prediction of outcomes, summarizing,

clarification, questioning, and visualization, (including) frequent writing of prose to

enable a deeper understanding of what is read, and daily exposure to a variety of texts,

all can increase English language learning (Barr et al., 2012, p. 109).

Research in the same study has shown that there is a direct relationship

between comprehension and vocabulary. Weak or underdeveloped vocabulary skills

may be linked to difficulties in decoding while reading .In order to determine the

maximum level of reading comprehension, oral language comprehension is usually

one of these indicators. There is evidence that finds that English Language learners

know fewer words than native English speakers. The study sheds light on an important
 12

question, which is, What can be done to encourage participation among students who

seldom ask questions or initiate interaction? (p. 109). This research says that one area

where interaction is crucial for less proficient learners in particular is when learners try

to find clarification of message content. It is important to remember that individual

learners have their own way of making the classroom an environment conducive to

their literacy and second language learning. Also, the environment can provide a

major stimulus for vocabulary development.

In addition, Barr et al. (2012) continue to explain in the same study that

language input is the main reason that can determine the speed of how students learn

vocabulary. They found that words with high affective value are easier to learn than

other words. Teachers need to allow students to select and study vocabulary to

encourage independent learning. This process helps the students become independent

learners. Another point is that key vocabulary must be taught explicitly and the teacher

needs to provide opportunities for struggling readers to learn vocabulary incidentally.

This step should be done through the availability of multiple opportunities for wide

reading within the students level of independent reading. Some direct approaches that

can be helpful in many subjects include illustrating the word in context and showing

relationships among other words using a graphic organizer. These approaches can be

helpful particularly in mathematics, because the vocabulary terms are both technical

and symbolic.

Some of the best strategies teachers can use as mentioned in the research are

the following:
 13

1. Connect new vocabulary with background knowledge in a way that students

can write all what they know about the topic that they are learning about.

2. Concentrate on the semantic connection between the new and familiar

vocabulary and their concepts by using activities such as semantic mapping,

semantic feature analysis, and categorization (Barr et al., 2012, p. 111).

3. Explain dictionary definitions of the new vocabulary in their own words and

using the vocabulary in creating sentences.

4. Use the synonyms, antonyms, and dictionary definitions to understand the

meanings of specialized and technical vocabulary (Barr et al., 2012, p. 111).

5. Analyze the structure of the new vocabulary (affixes, inflections, compound

words, and contractions) to define their meanings.

6. Use contextual analysis activities that require students to use semantic and

syntactic features of sentences to determine the meanings of new words. Such

activities include a cloze procedure, rereading sentences without using the new

word, reading sentences that appear before and after the sentence with the new

word, and using a combination of strategies, such as dictionary definitions and

contextual analysis (Barr et al., 2012, p. 111).

7. Preserve personal content-related word lists or word banks.

8. Use contextual analyses to encourage the students find meaning of the new

words.
 14

The Use of Games in Reading and Vocabulary Classes

The use of games as part of the classroom instruction in teaching vocabulary

have been researched and shown to be effective. According to Wells and Narkons

study (2011) it was found that the use of word game was effective in improving the

process of vocabulary learning, because it can cause dramatic change in on-task

behavior as well as word acquisition. It was found that fifth grade male students made

dramatic improvements in vocabulary learning after receiving remedial reading

instruction. Before the remedial instruction, the students were not able to master

second grade vocabulary on the Dolch Word List. Yet after a semester of the remedial

reading instruction the students were able to master all of second and third grade sight

word list along with other content-specific vocabulary.

Moreover, the use of certain games can have a powerful effect on students

engagement and abilities to learn a second language. Sibolds study (2011) mentions

that games can be powerful tools for reinforcing vocabulary especially with students

learning English. Balderdash and Scrabble are examples of games that can be helpful

in promoting general vocabulary. The study also mentions that games teacher created

and interactive games such as Bingo cards are equally effective since they help in

reinforcing understanding and provide motivation.

Technology and Instruction

According to Hutchison (2012), Juggling multiple streams of media has

become (the) norm (for) the 21st century (for) work and play, (and is productive) for

adults and young people alike (p. 18). Another study by Istifci, Lomidazde, and
 15

Demiray (2011), recommends that teachers make use of technology in and out of class

to support learners critical thinking ability. For instance, teachers may show learners

how people around the world communicate by using metacommunicational elements.

Also, teacher can establish good relation with their students by using social network

sites. The formal and the informal learning environments should be linked together by

industry leaders in gaming and mobile platforms so that these platforms can be better

adapted for use in schools. Additionally, industry leaders and educators should work

together to create assessments and curriculums to strengthen the power of media for

learning.

Technology and Motivation

The use of technology inside the classroom setting has provides a source of

motivation to learning. According to Petkov and Rogers study (2011), it was

mentioned that motivation is the key for learning and academic success. The study

explains that learning outcomes are dependent on student motivation. Based on this

research, students will be successful in school if they were motivated. The study raises

a question on the nature of motivation and how it functions in the classroom. The

study defines motivation as the behavior that is targeted towards a certain goal. It is

the driving goal behinds someones actions and it explains why these actions are

taking place. Two elements in classroom motivation that play an important role in how

students are motivated are the classroom atmosphere and the type of teacher

interaction that takes place in the classroom.

 16

Moreover, the study raises two important questions: How can a teacher

motivate technology dependent students in a classroom? And how can the teachers

make the material more relevant to students so that they will want to learn? ( p. 9). In

answering these two the questions, the study explains that there are no right or wrong

answers. However, traditional instructional methods are considered the main reason

why education systems are obsolete. This fact prevents todays technology-dependent

students from being motivated.

Summary

The literature review in this chapter focused on essential areas in this study

such as the importance of mastering vocabulary for learning English, particularly for

English language learners. It further discusses the effect of using games for reading

and vocabulary instruction, as well as the role of motivation and technology in the

classroom. Chapter 3 will include a detailed description of the methodology carried

out in this research study.

 17

Chapter 3

METHODOLOGY

Chapter 2 created a theoretical framework of the literature review. This chapter

is going to move to the practical section of the research study. It will provide an

overview of the research study, including how the data was generated. The major

instruments for data collection included observations, surveys and interviews. The

goal was to examine literacy development of English language learner to evaluate the

different levels of motivation, confidence and engagement in two reading and

vocabulary classes that use either a traditional or a technology-based method of

instruction. This step will help the researcher determine whether using edutainment

methods in this case Quiz let classroom would influence the students literacy

development. Also, it will be used to ascertain if the students attitudes inside the

classroom are affected by the treatment. Therefore, it is essential to analyze the

procedures, participants, and tools that were carried out in this study. These elements

were used to answer the following research question:

Will the use of an online learning tool Quiz let be effective for improving the

ability of English language learners to memorize vocabulary and increase their level of

motivation, confidence in using the target language and keep them engaged , in a level

five class of adults in a reading and vocabulary classroom?

Participants

The participants in this study were 32 English language learners between the

ages of 18-30 at a diverse English Language Institute in Northern California. The

 18

institute was established in 2000. Recently, it has students from Albania, Brazil,

Canada, China, Colombia, Egypt, Korea, Libya, Mexico, Morocco, Russia, Saudi

Arabia, Taiwan, Thai, Turkey, Turkestan, Vietnam, and Yemen. The demographics of

the participants represented above somewhat reflect the selected participants for the

study. Of the 32 student subjects, there were 17 male students and 15 female students.

The student population of the two groups is diverse; all of them are adult English

language learners. Ethnicity of students from both classes is represented in Table 1.

Table 1

Ethnic Breakdown of the Participants

Ethnicity # of Students in Ethnicity # of Students in

Class(B) Class(A)
Treatment Group Control Group
Chinese 2 Libyan 1
Russian 1 Saudi 4
Saudi 7 South Korean 7
South Korean 5 Swiss 1
Taiwanese 2 Thai 1

Placement into Treatment and Control Groups

Of the 32 students selected for the study, one student was omitted from the

study because he had to drop the reading and vocabulary class for personal reasons.

The 31 students were placed in the treatment group or the control group based on their

classroom registration. Seventeen students were placed in the treatment group. These
 19

students were in class B and performing on level five based on the placement

examination. The other 14 students were placed in the control group. The students in

the control group were members of the other level five classroom. This classroom is

referred to as class A at the research site. Students in both classes used the same

curriculum and took the same weekly quizzes. One of the variations between the two

groups is that the treatment and the control groups are taught by different teachers and

each teacher has her own style of instruction. Another variation is that the class from

the treatment group is taught with multimedia equipment unlike the class from the

control group.

Research Subject Demographics

Treatment Group

The treatment group was comprised of seventeen students. There were ten

male and seven female students in this group. The group was diverse and had seven

students from Saudi Arabia, four students from South Korean, one from Russia, two

from China and two from Taiwan. The fact that this group is diverse is likely to affect

how each group responds to the treatment since they come from different backgrounds

and have different cultural experiences. This study did not mitigate for cultural

differences.

The data that was collected from the surveys showed that fourteen of the

students were between the ages of 20-25. One student was between 18 or 19 and the

rest were between the ages of 26 and30. When it comes to the background experience

in learning a second language in this study such as English, two students have never
 20

studied English before joining the institute. One student studied English for two

months in her home country before joining the institute. Also, one student studied

English from 3 to 4 years. Five students studied English between 6 to 8 years. Six

students studied English from 8 to 12 years while only one student studied English for

more than 12 years. The collected data will allow the researcher to place the treatment

group in a certain domain.

Control Group

The control group was comprised of 14 students. There were six male students

and eight female students. Six students in this group were from South Korea, four

from Saudi Arabia and one student from Libya, one from Switzerland and one from

Thailand. The variation in the demographic backgrounds allows the researcher to

recognize patterns that might occur in students answers to the interview questions.

The data collected showed that seven students were between the ages of 20 to

25, two between the ages 16 to 19 and two between the ages of 26 to 30. Regarding

the background knowledge that student posses in learning English as a second

language, the survey results showed that two students had never studied English

before joining the institute and four students studied English between 6 to8 years. In

turn, three students studied English from 8 to 12 years and two students studied

English for more than 12 years.

 21

Reading and Vocabulary Classroom Instructional Organization

There were certain structural patterns that existed in our research classrooms.

In this section I will provide the instructional organization of the classrooms. The table

below provides more details on this pattern.

Table 2

The Instructional Organization of the Reading and Vocabulary Classes

Day Type of Instruction

Monday Comprehension
questions
Tuesday Critical Thinking
Wednesday Vocabulary
Thursday Comprehension skills

In the following subsections I will discuss the content that was covered during

each instructional day based on the table from above.

Monday: Comprehension Skills

Students in this research study are reading the novel Trash by Andy Mulligan.

Each week students are assigned to read certain chapters of the novel. On Monday,

during the first part of class, ideas and themes from the novel are discussed. Then the

class is divided into groups to answer comprehension question from the study guide.
 22

Tuesday: Critical Thinking

Students are given academic articles that are related to the themes of the story.

After reading the articles, a discussion takes place. In this discussion the teacher

encourages the students to express their point of view on the topic being discussed and

to relate it to the themes in the novel in light of the critical thinking questions and

ideas that were shared during class.

Wednesday: Vocabulary

On this day, the previous weeks vocabulary is reviewed then the students take

a quiz based on it. The teachers then start explaining the new vocabulary that the

students went through from the assigned chapter and cover the vocabulary list from

the study guide. Each word is defined with examples and definitions are provided.

Afterwards, the students play an online game called Quiz let. Their main task in this

game is matching the new vocabulary to its definition in the least amount of time.

Thursday: Comprehension Skills

On this day, students are introduced to comprehension skills such as

summarizing, paraphrasing and other related type of skills. Then, the students are

asked to apply these comprehension skills to a certain part of the assigned chapter in

the novel.

Materials

To complete the vocabulary lesson for the treatment group, the teacher needed

the following items: (a) list of the new vocabulary of the required reading chapters of
 23

the week, (b) laptop, (c) display screen, (d) a list of the students names, and (e) chart

paper and markers.

Treatment Procedures

The purpose of the treatment is to determine if the use of an online game called

Quiz let could help English language learners memorize new vocabulary easier and

increase the student engagement in class and make them motivated and more

confident in communicating in English. According to Pae and Shin (2010),

EFL (English as a Foreign Language) students who learn English for the

inherent pleasure are highly likely to display more motivational intensity,

heightened desire to learn English, and more positive attitudes toward learning

English, and these students tend to gain a higher English course grade. (p

.216).

Vocabulary instruction took place on Wednesdays. The treatment that was

given was part of the class period which lasted around 45 minutes. In the beginning of

the class, the previous weeks vocabulary list was reviewed. The process of reviewing

began by going over each word from the vocabulary list. Then students would

volunteer to give an example and/or a definition. After that, a quiz was taken on the

reviewed material. Next, the new vocabulary was explained on a display screen by the

teacher. Each word was said orally or listened to on the computer. Then the dictionary

definition was read from the screen and examples were given to clarify the meaning

and sometimes the words were acted out or dramatized by the teacher. When all of the

new vocabulary was explained from the list, a vocabulary game called Quiz let was
 24

played on the computer. The class was divided into two teams and each student was

assigned a specific number that was written on a piece of paper. A number would be

chosen randomly by the teacher. Then the student that was chosen had to come to the

front of the classroom and play Scatter while the rest of the students watched on the

overhead screen.

Game Task

The task in the vocabulary game that the students had to accomplish while

playing the online game Quiz let on the computer was matching vocabulary to the

correct definition in the least amount of time possible. In addition, each team member

was allowed to help the member of their team who was competing against the other

team. In addition each team would score a points if they finished the task faster than

the other team. At the end of the class, the points from each team were collected by the

teacher and one student from the winning team was announced as the winner for the

day. Moreover, the teacher encourages students to try their best in the game by naming

the student that scored or reached a unique number and calling them the champion.

Sometimes adding one grade to the students participation marks for the day also

occurred. The purpose of game was to encourage the students to memorize and

understand the new vocabulary in an active way.

Instruments

In order to collect the most information possible for this study a variety of

tools were used to collect qualitative and quantitative data. These were observations, a
 25

survey questionnaire and student interview. The data was triangulated and compared

to each other as part of the findings discussed in the next chapter.

Observations/Ethnographic Notes

In order to document students verbal reposes and reactions during the

treatment, observations were carried out. The researcher observed both the treatment

and the control group during the vocabulary instruction day to compare between the

levels of engagement of both groups while the teacher explained the new vocabulary.

In addition, the researcher made observations on other days when the class period was

dedicated to comprehension questions and strategies, as well as reading and critical

thinking. The goal was to obtain observational data related to the level of engagement,

motivation and frequency of using the new vocabulary inside the classroom.

Moreover, anecdotal notes were recorded during the observation process. It included

notes on personal connections that the students made to the new vocabulary and

encouraging phrases expressed by the students during the game.

Surveys

A questionnaire was administered as part of this study to examine student

attitudes pertaining to the level of motivation, confidence and academic growth of

vocabulary in using the target language (English). The survey was distributed to both

the treatment and control classrooms. As stated, one classroom uses edutainment

methods via a computer vocabulary game and the other classroom uses a traditional

method of instruction. The survey questionnaire included eight questions. The first

three questions pointed out students demographic. The next two questions asked
 26

about students background in learning English, while the last three questions focused

on how the students felt about the different styles of instruction. Surveys were

administered to both the treatment and the control group. The total number of the

students who took the survey was 27 since three students were absent. The survey was

first explained by the teacher then by the researcher. Students completed the surveys

by checking only one answer to each question. (See Appendix B for survey questions).

Student Interviews

A student interview was conducted at the end of the study to explore the

students point of view on the use of edutainment methods in the reading and

vocabulary class. The interview included six questions eliciting the effects of using the

online game Quiz let as part of the weekly vocabulary instruction. Interviews were

done through a focus group and via e-mail according to the students preference.

Coding the Data

For the purpose of this study, certain behaviors will represent the term

engagement such as the following: asking questions, answering questions, making

connections, sharing anecdotal stories from their own lives that are related to the new

vocabulary, and making gestures that indicate excitement. The data was collected and

reviewed at the end of the class to identify patterns. Interview answers, verbal

comments in class, physical reactions, reflection journals and anecdotal notes were

examined and coded into different categories indicating behaviors that reflected

engagement and motivation.

 27

Summary

To summarize, Chapter 3 explained the methodology that was used to select

subjects and the treatment used in this research study. Additionally, the chapter

included the various tools that were used to collect data such as observations,

anecdotal notes, survey questionnaire and interviews. Both qualitative and quantitative

data was collected to achieve a better understanding for the question posed for this

study. Chapter 4 will analyze the findings and the results of the research study.

Moreover, the data of both the treatment and the control is going to be compared and

analyzed. Finally, I will analyze the behavior of the students during the vocabulary

game activity to determine the level engagement during the treatment activity. I will

conclude the next chapter with suggestions for future research.

 28

Chapter 4

FINDINGS

Chapter 4 reports the results of the quizzes and the final exam that was given in

the study for both the treatment and the control group. It will also report students

behaviors during the instruction. The data was collected through survey

questionnaires, interviews, reflection journals and observations to evaluate the

outcomes of using an online learning tool called Quiz let for improving the ability

of English language learners to memorize vocabulary easier and increase their level of

motivation, confidence and engagement.

Survey Questionnaire

Twenty seven students participated in an eight question survey which elicited

English language learners level of comfort and enjoyment when edutainment methods

are used as part of their instruction in a reading and vocabulary classes. The survey

found that 85% of the participants feel that using edutainment methods such as games

and movies in reading and vocabulary instruction allow them to have fun and to learn

at the same time. Additionally, 62% of the participants expressed that they prefer to

use online games as a medium to help them memorize vocabulary along with their

own efforts in memorizing the new vocabulary individually. They also mentioned that

they feel more confident in using the new vocabulary in writing reading and speaking

when they use both ways for memorization. Figure 1 and Figure 2 show these

statistics in detail:
 29

70%
60%
50%
40%
on-line games &myself
30%
myself
20%
10%
0%
Question 7 in the Survey

Figure 1. Question 7 Survey Results. Do you feel confident when you use the new
vocabulary in writing, reading and speaking by?

90%
80%
70%
60%
50% have fun&learn
40% only have fun
30% only learn
20%
10%
0%
Question 8 in the Survey

Figure 2. Question 8 Survey Results. If you had the chance to play a vocabulary
game on a computer or watch a movie in class, you feel that you will
 30

Survey Questions

Question number seven in the survey addressed the following element:

Do you feel confident when you use the new vocabulary in writing, reading and

speaking by?

Memorizing (by yourself), then revising the meaning through a computer game

with your class mates.

Only memorizing (by yourself)

Question number eight in the survey addressed the following element:

If you had the chance to play a vocabulary game on a computer or watch a movie in

class, you feel that you will

Only learn

Only have fun

Have fun and learn

Figure 1 shows that the number of English language learners in level 5 in both

the control and the treatment group find useful and engaging the use of an edutainment

method (an online vocabulary game) as part of their own efforts in memorizing

vocabulary. There are some, however, who feel that depending on their own efforts in

memorizing new vocabulary is better. Although the control group students received

traditional instruction, their responses shows that the majority were eager to use

edutainment methods in class as well. In Figure 2 it is also clear that the respondents

see edutainment methods as a medium that can both educate and entertain at the same
 31

time. They also consider edutainment methods as a source of both education and

entertainment.

When analyzing the results from each group separately, it appears that the rate

of students in the control group who feel that using an edutainment method would

make them more confident in using the new vocabulary is 63%. In contrast, 36%

students in the same group feel that they can depend on themselves and feel confident

in using the new vocabulary (see Figure 3).

70%

60%

50%

40%
online games & myself
30% myself
20%

10%

0%
The 7th Question of the Survey

Figure 3. Control Group Survey Results on Question 7.

 32

80%
70%
60%
50%
have fun &learn
40%
only have fun
30%
only learn
20%
10%
0%
The 8th Question of the survey

Figure 4. Control Group Survey Results on Question 8.

In responding to question number eight, 72% of the students felt that using

edutainment methods in instruction will allow them to both have fun and learn. While

18% and 9% felt that using edutainment methods is only for fun or for learning only

and not both.

80%

70%

60%

50%

40% on-line games &myself

30% myself

20%

10%

0%
The 7th Question of the Survey

Figure 5. Treatment Group Survey Results on Question 7.

 33

100%
90%
80%
70%
60%
have fun&learn
50%
only learn
40%
only have fun
30%
20%
10%
0%
The 8th Question of the Survey

Figure 6. Treatment Group Survey Results on Question 8.

Figure 5 and Figure 6 shows how 68% and 93% the of the students in the treatment

group agree that using edutainment methods in their reading and vocabulary class

make them feel more confident in using the new vocabulary to communicate in

English. At the same time they considered this strategy a source of enjoyment and

learning. This was overall the majority of the students.

Analysis of Quizzes and Results

Both the treatment and the control group had to take weekly vocabulary

quizzes. The quizzes helped in evaluating the progress of each group. (Appendix C

shows a quiz sample). By looking at Figure 7 it is clear that the range of scores in the

treatment group is narrow, while this range gets wider for the control group.

Moreover, when analyzing the data, it appeared that the average of the scores in the

treatment group was 48% which was higher than the average of the scores for the

control group which was 38%.

 34

Figure 7. Treatment Group Quizzes Results.

60

50

40

30
Series1
20

10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14

Figure 8. Control Group Quizzes Results.

 35

100
90
80
70
60
50 Treatment Group
40 Controlled Group
30
20
10
0
1 3 5 7 9 11 13 15 17

Figure 9. Final Exam Results.

Analysis of Final Exam

Figure 9 shows the variations in scores between the two groups. When

comparing the average scores between the treatment and the control group, it appeared

that the average was equal for both groups which was 72%. This might relate to the

fact that the final exam grades included more than one area such as the comprehension

questions grades and the critical thinking grades. Nevertheless, it is clear from Table 3

that the treatment group included students earning an A unlike the control group

which included everyone else.

 36

Table 3

Final Exam Grades of Treatment and Control Groups

Grade # of Students in Grade # of Students in

Class (A) Class (B)
Control Group Treatment Group
A+ -- A+ --
A -- A 1
A- -- A- 2
B+ 1 B+ --
B 2 B 1
B- 2 B- 3
C+ 1 C+ 2
C 3 C 2
C- 1 C- --
D+ 1 D+ --
D 1 D 2
D- -- D- --
F 2 F 3

Interviews

Interviews were conducted at the end of the study. Students from both the

treatment and the control group were interviewed either via e-mail or in focus group

that took place after class. The students were asked six questions reflecting on their

thoughts on how they felt about the current method of instruction that each teacher is
 37

using and if they prefer to use edutainment methods in the reading and vocabulary

class.

The following were the interview questions:

1. Do you feel that an online vocabulary game "Quiz let" helps in memorizing the

new vocabulary easier? Why?

2. Do you feel more comfortable when/if your team can help you in this game?

3. Do you feel that when/if each person gets to play in class and the same words

are repeated this can help you remember the words easier?

4. What are some online games that you feel can help you memorize the new

vocabulary easier?

5. Have you ever played an online game on the computer or other electronic

device and felt that it helped you learn faster?

6. Do you feel that watching a movie of the novel in class can help learn new

vocabulary?

Treatment Group

After analyzing the students responses to the interview question, the results

showed that all of the students in the treatment group agreed that the online

vocabulary game helped them in memorizing the new vocabulary easier and that it

was an interesting activity to participate in during the class. Yet, two students agreed

that they would be more interesting to play other online games that have more visual

materials beside the one that they are currently playing. It is evident from the students

interview responses that students found that playing the online game was helpful in
 38

developing their academic vocabulary in English for several reasons. First, they were

able to look at the list of the new vocabulary and their definitions displayed on the

screen before starting the game. Second, the students mentioned that playing the game

encouraged them to stay focused while the teacher explained the new vocabulary

because they did not want to disappoint their team members. Third, the students said

they enjoyed the enthusiastic atmosphere while playing the game. (See Appendix D

for some of the students interview written responses.)

Control Group

An interview was done with students from the control group as well. Since this

group was not familiar with online game, the researcher explained the game task to the

students. In general the students responses from the control group varied and the

majority agreed that using edutainment methods in instruction would help them

memorize the words easier. Yet, they suggested that the game should have visual

figures to be more effective. Another group said they prefer that the teacher use both

the traditional and an online games. Yet they all agreed that the traditional way alone

is not effective because they forget the new words after class. The responses from the

interview show that all of the students had a great interest in the use of edutainment

methods. (See Appendix E for some of the students journal written responses.)

Journals

A reflection journal was conducted by teacher of the treatment group at the end

of the session. It included five questions on which students can reflect upon their
 39

accomplishments in the reading and vocabulary class. The questions were the

following:

1. How has your English improved since the beginning of this class?

2. What can you do now that you could not do before?

3. Do you like to read? Why or why not? How often do you read books in your

native language?

4. How has your reading skill improved?

5. Did you like the book Trash? Explain.

In answering the first question, five students wrote that this class expanded their

vocabulary. Six students wrote that this class improved their English in general and

that they can now speak faster and write better. Three students wrote that this class

improved their comprehension skills and critical thinking abilities while two students

wrote that they are now doing okay. In responses to the second question, ten students

replied that they feel that they are better reader because they can read faster now.

Three students stated that this class helped them build their vocabulary knowledge.

Two students wrote that this class helped them improve their comprehension skills

while one student felt that this class helped him/her develop his/her writing skills.

Regarding the third question, the students answers were brief. Eleven

students mentioned that they like to read either because it expands a persons

knowledge or just because they enjoy learning about different topics. Four students

stated that they do not like to read. According to them reading is a boring activity. In

addition, only three students answered the last part of the question on how often do
 40

you read in your native language? The answers were two books every month, two

books every year and one book every year.

In question number four, the students listed three different reasons on how

their reading skills improved. Six students stated that they can read smoothly now

because they do not have to use the dictionary as often because they learned a great

amount of new vocabulary. Four students mentioned that their speed in reading

increased either because they learned how to locate the key words or that they became

more familiar with the organization of the passages.

Responses to the fifth and last question varied. Nine students of the treatment

group said that they liked the novel Trash because it is interesting, adventurous and

had an element of suspense. Four students said it was just okay while two students

said they did not like the novel because it is pessimistic and it has too many details.

An example of students responses to the reflection journal questions, typos included,

is provided below:

In answering the first question:

I really improved. Specially the vocabulary.

I feel like I got a lot of vocabulary from this class and that so nice.

In answering the second question:

I can understand harder vocabulary

 41

In answering the fourth question:

Memorizing vocabulary

Know more vocabulary

Table 4

Frequency of Specific Journal Responses

Response Frequency

Expanded my vocabulary 14

Increased my speed in reading 14

Improved my comprehension skills and critical thinking 5

Improved my English in general 6

Table 4 reflects the English language learns accomplishments by the end of the school

session. It is evident that a great number of students in the treatment group

acknowledge that they were able to develop their skills in using the target language

(English) because this class helped them expand their academic vocabulary. The word

vocabulary was included in most of the answers in the reflection journals questions.

This is consistent with the survey and the interview results.

Students Behavior during Vocabulary Instruction

After analyzing the researchers notes from class observation, the researcher

found variation in behaviors between the treatment and the control group. These

findings are going to be discussed separately.

 42

Treatment Group

Students in the treatment group asked questions during and after the

explanation of the new vocabulary. They made connections with some of the previous

words they learned before, tried to use the new vocabulary in sentences and

encouraged their classmates verbally and physically during the online game.

Anecdotal stories were also shared with the class.

Control Group

Students responses in the control group were limited. Only few students asked

questions during and after the teacher explained the new vocabulary. Yet some

students seemed engaged when the teacher acted some words.

Summary

This research study investigated a level five class for adults learning English in

a reading and vocabulary class. The following question was asked in this research:

Will the use of an online learning tool called Quiz let be effective for improving the

ability of English language learners to memorize vocabulary, improve their academic

progress, increase their level of motivation and confidence in using the target

language and keep them engaged? The secondary questions were: What are other

edutainment activities that English language learners enjoy during reading and

vocabulary classes? What is the incidental effect of using edutainment methods for

student engagement in reading and vocabulary classes for adult English learners?

By looking at the data that was collected from survey questionnaires,

interviews, reflection journals and student responses in observations, it is evident that

 43

the use of methods of edutainment specially the online learning tool called Quiz let

proved beneficial to the students academic progress and confidence. Motivation and

engagement in class also improved.

 44

Chapter 5

CONCLUSION

This research study investigated whether the use of an online learning tool

called Quiz let would be effective for improving the ability of English language

learners to memorize vocabulary easier and increase their level of motivation,

confidence and engagement. This research problem guided the research to ascertain

and collect the relevant data. Additional questions included: What are other

edutainment activities that English language learners enjoy in reading and vocabulary

classes? How will using edutainment methods affect students (EL) engagement in

reading and vocabulary classes? This chapter includes a summary of the study,

conclusions reached pertaining to the guiding questions, limitations, recommendations

and suggestions for future research.

Summary of the Study

The purpose of this study was to investigate the benefits of using edutainment

methods in teaching vocabulary to English language learners. It also investigates

whether it affects the students academic development and increases their level of

engagement inside the classroom and how does it affect their motivation and

confidence when using English in writing, speaking and reading. Zylae (2006a)

mentioned that the use of edutainment methods with English language learners in a

study done in Saudi public school showed that there is a significant statistical

difference between the average students achievement and understanding in a group

that has studied using the computer as an educational tool and the average student
 45

achievement in a control group that studied in the traditional manner. Wu et al. (2011)

found, moreover, that the use of entertaining activities with English language learner

can result in positive changes in a students ability to learn English. Additionally, Pae

and Shins (2010) study on the effects of differential instructional methods on the

model of foreign language achievement found that EFL students who learn English for

the inherent pleasure are highly likely to display more motivational intensity,

heightened desire to learn English, and more positive attitudes toward learning

English. These students tend to gain a higher English course grade. The findings of the

previous studies were evaluated in two reading and vocabulary classes of level 5 adult

students in an English Language Institute in Northern California. Class A was

placed in the control group that uses traditional instruction, while class B was placed

in the treatment group that used an online game called Quiz let. The qualitative and

quantitative data was collected through observations, surveys, interviews and

reflection journals. Additionally, weekly quizzes and final exams scores were

analyzed to determine the students literacy development and academic progress. In

analyzing the data of this research study, it was found that the use of edutainment

methods encourages and motivates students to use the target language. Playing an

online game made the students task in memorizing the new vocabulary easer and it

also gave them confidence to using these new words when communicating in English.

Additionally, the students from the control were willing to use edutainment methods in

future courses.
 46

Findings in Regards to the Research Questions

Will the use of an online learning tool Quiz let be effective for improving the

ability of English language learners to memorize vocabulary and increase their

level of motivation, confidence in using the target language and keep them

engaged , in a level five class of adults in a reading and vocabulary class?

After analyzing weekly quizzes results of both the treatment the control group,

the average of the treatment group was higher than the average of the control group.

This result may allude to the fact that using the online vocabulary games was a group

activity and every student in the class was included in this activity. The students

during the treatment had to be focused because they were chosen randomly by the

teacher. Moreover, they did not want to disappoint their team members which

encouraged them to do their best. Also, the style of teaching for the treatment group

encouraged the students to ask questions when the teacher explained the meaning of

the new vocabulary so they could do well during the game. Additionally, from the

survey, interviews and the reflection results, it appears that the students in the

treatment group were enjoying the process of learning and at the same time using

edutainment methods for helping them increase their confidence in communicating in

English.

What are other edutainment activities that English language learners enjoy in

reading and vocabulary classes?

The qualitative data that was collected through survey questionnaire and

interviews. The students showed interest in using other edutainment methods such as
 47

movies. They were also aware that such activity has to be controlled with discussions

of the new vocabulary and the themes. Additionally, the students expressed their

interest in wanting to use other computer games that include more visual materials.

Also, other students recommended using application used on other electronic devices.

How do using edutainment methods affect students (EL) engagement in reading

and vocabulary classes?

Observation, surveys and questions reflected how students level of

engagement increased when using edutainment methods. They expressed how they

tend to have more fun during class time and sometimes outside the class. They

mentioned that they enjoy the competitive and enthusiastic atmosphere inside the

classroom. Moreover, playing the online games increased the level of peers

interaction in a positive way. They usually encourage each other or ask each other

questions or sometimes seek further explanation for a certain word. Additionally,

anecdotal stories were shared in class after the discussion of the meaning of a certain

word.

Limitations

The results of this research study confirmed that there are benefits from using

edutainment method with English language learners in reading and vocabulary classes.

Yet there are some limitations that may have affected this experience. The first

limitation is that the final exam test includes scores of the comprehension and the

critical thinking questions and is not limited to the vocabulary section only. Second,

there were certain circumstances that forced the treatment teacher to shorten the
 48

treatment period from 7 weeks to 4 weeks. In addition, since this research study

included only two classes in a single language institute, the generalizations of the

findings are limited. Also, the different styles of teaching by the treatment and the

control group might have affected the students performance. The fact that only the

treatment group teacher was interested in doing a reflection journal might have

affected the outcomes of the study. Additionally, student attendance might have

affected the outcomes of the study. Finally, the individual variations in the students

background in learning English in their home countries might have affected the study.

These issues may have minimized the benefits and the positive effects of using

edutainment methods.

Implementations and Recommendations

In order to assess the usefulness of edutainment methods in reading and

vocabulary classes in an English Language Institutes, this researchers provides the

following recommendations:

1. Using more than one online game throughout the session.

2. Using online games that include attractive visual materials.

3. Using varied edutainment methods, for example, watching movies that are

related to the novel the students are studying or playing video games like Split

Decision and Pasta Letters.

4. Using the edutainment methods throughout the week. This will help the

students expand their knowledge of the new vocabulary on a daily basis.

 49

5. When the classes that does not have educational resources, the instructor can

divided the class into groups and encourage the students in using their laptops

in taking turns in playing online games under the supervision of the teacher.

Then each group can share the new vocabulary that they learned from the game

with their classmates. This activity can be used as warm-up activity at the

beginning on the class. In a study done by Abu Bakar (2007), an advanced and

extensive use of computers is highly recommended for teaching and learning.

The study emphasized that teachers should focus on multiple contexts for

learning activities instead of a single context and that this is simpler to achieve

by integrating computer use in the classroom.

Suggestions for Future Research

This research study committed to a simple and effective method of

edutainment. The online game Quiz let was beneficial when used with English

language learners in a reading and vocabulary class. This method showed a promising

start. The use of other edutainment methods such as videogames and movies can be an

area for further research. In addition, future studies may want to address English

learners awareness toward on the use edutainment methods. Moreover, professional

development in terms of activating the role edutainment in English language institute

may be an area for future research. Finally, the same study can be carried out on a

larger population inside the same institute or in any other educational institute that

teaches English as a foreign language.

 50

Conclusion

Edutainment plays a very important role in making second language

acquisition a positive experience for English language learners. The results of the

study indicates that the use of edutainment methods in a reading and vocabulary

improved the students literacy development and increased their level of motivation,

confidence in using English and helped them stay engaged and focused during the

class period. Edutainment is effective method of instruction that can encourage

English language learners learn a new language.

 51

APPENDIX A

Study Guide
 52

STUDY GUIDE
Please, answer the questions below with your OWN WORDS. Some of the
answers require critical thinking, which means that you have to think beyond the
words in the book.

To receive FULL credit, ALL questions have to be answered.

This Study Guide is due EVERY MONDAY.

Pre-Reading
1. Raphael, Gardo and Rat are all very good at their job: scavenging in Behala, an
entire shanty town built on the rubbish dumps of a sprawling city in a third world
country, with great extremes of rich and poor.
What do you think are the skills that the boys need in order to survive? Explain your
answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. ...maybe one day youll find something nice. Oh yes. Then one day I did.
Trash revolves around a group of boys who work on a dumpsite sifting through the
trash to collect things that may have some value. Raphael tells us about this work in
the first two pages of the novel. Discuss with a partner what Raphael might find that
would be a life-changing discovery.
Share your ideas with the class and imagine how these different scenarios might play
out for someone like Raphael.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 53

MULTIPLE NARRATIVE VOICES IN TRASH BY ANDY MULLIGAN

Even though this book is really all written by Andy Mulligan, he changes the way he
writes for each character. This is called using multiple narrative voices. Try to identify
some of the characteristics of each voice.

Character What we know or can infer His/her voice the way s/he
about tells
him/her the story

Raphael

Gardo

Rat

Olivia

Father
Julliard
 54

PART ONE

CHAPTER 1
1. Who is telling (narrating) the story?
_

2. What does Raphael do?

_
_

3. For how long has he been doing that?

_

4. What has been finding in the trash for all these years?
_
_

5. What kind of city does he live in? Explain.

_
_
_

6. Where does all the trash go and why?

_
_

7. Describe how much trash they have in there.

_
_
_

8. Do they ever find interesting things in the trash?

_

9. Why do Raphael and his friends sift through trash?

_
_

10. When did Raphael start being a trash boy?

_
 55

11. What do they look for in the trash and why?

_
_
_
_
_
_
_

12. Why dont these kids wear boots?

_

13. How much money does Raphael make a day?

_

14. Who is Gardo?

_
_

15. Write 2 important quotes from this Chapter and explain them (use your own words
to explain them).
_
_
_
_
_
_
_

Vocabulary
dumpsite (n): place where waste (trash) is taken and left
sift (v): to go through (something) very carefully in order to find something useful
or valuable
muck (n): solid waste from animals : manure
hacked off (adj.): cut off in a rough and violent way ; torn
hoof/hooves (n): the hard covering on the foot of an animal (such as a horse or
pig)
 56

CHAPTER 2

1. Who is Gardo?
_
How old is he?
_
Describe their friendship.
_
_

2. Whats a special?
_
_

3. Describe Raphaels lucky-unlucky day.

What does he find?
_
Who is with him?
_
How do they react?
_
What does he do with it?
_
What else do they find?
_

4. What do you think the boys are going to do next?

_
_
_

Vocabulary
whip (n): a long, thin piece of leather
tremble (v.): to shake slightly because you are afraid, nervous, excited, etc.
property (n): something that is owned by a person
reckon (v): to calculate or guess
 57

CHAPTER 3

1. Why arent there many police officers in Behala?

_
_

2. What kinds of crime do they have in Behala?

_
_

3. Why does Raphael think he got something important?

_
_

4. Who is Thomas?
_

5. What do the police promise to do if the people help them find the something
important that is lost?
_
_

6. Why doesnt Raphael turn in the bag he found?

_
_

7. Raphael tells his aunt he found a wallet. Why do you think he lies to her?
_
_
What would you have done?
_
_

8. What is his aunts advice to Raphael?

_
_

Why does she say that?

_
_
 58

9. Describe Raphaels shack.

_
_
_

10. What does he own?

_
_

11. What are Raphael and gardo going to do with the bag?
_
_

12. What are some challenges or obstacles faced by the main characters?
_
_
_
_

13. What does this chapter tell us about the main characters?
_
_
_
_

Vocabulary
shanty (n): a small, simple building that is roughly made from sheets of wood,
plastic, etc., and that is used as a house by poor people
dumb (v): not able to speak especially after being shocked or surprised
tilt (v): to move (your head, chin, etc.) to one side
shack (n): a small house or building that is not put together well; shanty
ruts (n): a long, narrow mark made by the wheels of a vehicle passing over an area
sly (adj.): clever in a dishonest way
 59

CHAPTER 4

1. Who is Rat?
_

2. Whats his real name and why do people call him that?
_
_

3. Describe Rats family.

_
_

4. Why does Raphael say that the trash is alive at night?

_
_

5. Describe Rat.
_
_
_

6. What is Rat getting in return of hiding the bag?

_
_

7. When Rat looks at the key, he asks the boys to pay him more. Why? What is the
key for?
_

8. Write 2 important quotes from this Chapter and explain them (use your own words
to explain them).
_
_
_
_
_
_
_
 60

Vocabulary
squirm (v): to make a lot of twisting movements
rig up (v): to set up (something) usually quickly and for temporary use
slimy (adj.): covered with a thick, slippery liquid
sling (v): to throw (something) with a forceful sweeping motion
padlock (adj.): a strong lock with a curved bar that connects to the main part of the
lock and holds together two parts of something (such as a chain or a gate)
 61

CHAPTER 5

1. Who is telling the story now?

_

2. When does Raphael want to go to the Central Station? What is Gardos advice?
_
_

3. Why are there so many people picking in the morning?

_
_

4. Why are the boys scared?

_
_

5. How do the boys describe McKinley trash?

_

6. Raphaels aunt wants to know if they are safe. Why is she worried?
_
_

7. What is Gardos plan to get the money?

_
_

8. What does this chapter tell us about the main characters?

_
_
_

Vocabulary
filthy (adj.): very dirty
wad (n): a small mass or bundle
shove (v): to push along
grim (adj.): very serious
itchy (adj./informal): impatient
huddle (v): to come close together in a group
suspicious (adj.): causing a feeling that something is wrong
 62

CHAPTER 6

1. Who is narrating the story now?

_

2. Where do the boys go the next day?

_

3. What are the 3 what ifs Gardo is concerned about?

_
_
_

4. How do the boys get to the Central Station?

_

5. Why does Raphael think the police are not going to follow them?
_
_

6. How much money are they offering now for the person who finds the bag?
_

7. Why does Rat want to do the locker?

_

8. Do you think they have a good plan or do you think the boys should return the bag?
Explain
_
_
_

9. What do you think they will find at the locker?

_
_

10. What do the station boys do? Why do people leave them alone?
_
_

11. What do the boys have to do to go past the station boys?

_
_
 63

12. Why is the morning time a good time for the boys to go to the station?
_
_

13. Describe how the boys are feeling and why.

_
_

14. What do they find inside the envelope?

_
_

15. Who is the letter to? What does it say?

_
_
_

16. What are some challenges or obstacles faced by the main characters?
_
_
_
_

Vocabulary
snarl (v): to say something in an angry or annoyed way
roam (v): wander
square with (phrasal verb): to get approval of (something) from (someone)
thrashing (n): beating
bramble (n): bush
grin (v): to smile widely
 64

PART TWO

CHAPTER 1

1. Who is narrating the story?

_

2. What does he do in Behala?

_

3. Describe the Mission School.

_
_

4. Why do many kids stop going to school after the age of 10?
_
_

5. How does Father Juilliard know the boys?

_
_

6. Who was Pascal Aguila?

_

7. What are some of the things Father Juilliard did for Behala?
_
_
_

8. Who is Sister Olivia?

_
_

9. Why do the boys go to the Mission School?

_
_

10. What do the kids get if they attend school for 5 days?
_
_
 65

11. Why do you think they deceived Father Juilliard?

_
_

12. Write 2 important quotes from this Chapter and explain them (use your own words
to explain them).
_
_
_
_
_
_

13. What does this chapter tell us about the main characters?
_
_
_
_

Vocabulary
pull together (phrasal verb): organize
account (n): a story
head (n): leader
stifling (adj.): very hot and humid
siphon (v): to take and use (money) for your own purpose
wince (v): to have an expression on your face which shows that you are
embarrassed
 66

CHAPTER 2

1. Who is narrating the story?

_

2. What happens to Raphael that night?

_
_

3. Describe how he feels.

_
_

4. Where do the police take him?

_

5. What does Raphael tell the officers he found?

_

6. What do the policemen do to him?

_
_

7. Does he finally tell the truth?

_

8. What does this chapter say about the main characters?

_
_
_
_

Vocabulary
commotion (n): noisy excitement and confusion
drag (v): to pull
sob (v): to cry noisily
lunge (v): to reach forward in a sudden, forceful way
haul in (v): to force someone to go to a place
breadwinner (n): a person who earns money to support a family
hoist (v): to raise
 67

CHAPTER 3

1. Why is Raphael feeling proud of himself?

_

2. Who is Jose Angelico?

_
Where did he die?

Why was he arrested?

3. Who is Dante Jerome Olondriz?

_
_

4. What are some challenges or obstacles faced by the main characters?

_

Vocabulary
landmark (n): an object or structure on land that is easy to see and recognize
comrade (n): friend
interrogate (v): to ask questions in a thorough and often forceful way
duck into (v): to move quickly
orphan (n): a child whose parents are dead
 68

CHAPTER 4

1. Who is narrating the story?

_

2. Who is she?
_

3. How does she describe Jose?

_
_

4. Who is Pia Dante?

_
What happened to her?

5. Write 2 important quotes from this Chapter and explain them (use your own words
to explain them).
_
_
_
_
_
_
_

Vocabulary
board (v): o provide (someone) with daily meals and a place to live in exchange
for money
 69

PART THREE

CHAPTER 1

1. Who is Olivia Weston?

_

2. How did she find Behala?

_
_

3. What does she do in Behala?

_

4. Which of the boys has she met before?

_

5. Why do the boys go talk to her?

_
_
What do they need?

Are they telling the truth?

6. What does Olivia do for the boys?

_
Who goes with her?

Where do they stop on the way there?

What do they buy?

7. What does this chapter tell us about the main characters?

_
_
_
_
 70

Vocabulary
septic (adj.): infected
wrapped round his finger (informal) : to have complete control over (someone)
bewildered (adj.): confused
grave (adj.): very serious
flatter (v): to cause someone to feel pleased by showing affection
 71

CHAPTER 2

1. Who is narrating the story now?

_

2. What would he have done if he had known about the plan? Why?
_
_
_

3. Write 2 important quotes from this Chapter and explain them (use your own words
to explain them).
_
_
_
_
_
_
_

Vocabulary
scam (n): a dishonest way to make money by deceiving people
betray (v): hurt
 72

CHAPTER 3

1. Who is narrating the story?

_

2. Where are they going?

_

3. How do they feel as they walk toward the entrance? Why?

_
_

4. Who is Mr. Oliva?

_

5. What does he tell Olivia and Gardo about Gabriel Olondriz?

_
_

6. What would they have to do in order to see Gabriel Olondriz?

_
_

7. What do they do?

_

8. What are some challenges or obstacles faced by the main characters?

_
_
_
_

Vocabulary
squalid (adj.): very dirty and unpleasant
weep (v): cry
strew (v): to cover
escort (v): to go with someone to give protection
out of the blue: suddenly; without warning
beckoned (v): to signal with your arm
 73

CHAPTER 4

1. What do they see inside the prison?

_
_

2. They see some horrible sights in the prison, but what was one sight that makes
Olivia very sad? ___
_

3. Why are there children there?

_
_

4. Describe the old man.

_
_

5. What does this chapter tell us about the main characters?

_
_
_
_

Vocabulary
disentangle (v): to separate
stroke (v): to move your hand over (someone or something) gently and in one
direction
dim (adj.): not bright
 74

CHAPTER 5

1. Who is narrating?
_

2. Who is Olivia talking to? Describe him/her

_
_

3. Why is Olivia confused?

_
_

4. Why do you think Gardo wants to speak in a language other than English to the
man?
_
_

5. Why is the man in prison?

_
_

6. What did Senator Zapanta do that was wrong?

_
_

7. What are some challenges or obstacles faced by the main characters?

_
_
_
_

Vocabulary
perspire (v): to sweat
handkerchief (n): a small cloth used for wiping your face, nose, or eyes
bribe (v): to try to get someone to do something by giving or promising money
sue (v): to bring a lawsuit against someone or something
 75

CHAPTER 6

1. Who is narrating?
_

2. Why does Gardo lie to Miss Olivia?

_
_

3. Gardo says that we knew that soon we would be leaving that it was not possible
to stay much longer in Behala.
Who is he referring to when he says we?

Where do you think they are going?

_
Why are they leaving Behala?

4. What does this chapter tell us about the main characters?

_
_
_
_
 76

CHAPTER 7

1. Who is narrating?
_

2. Who is she talking to?

_

3. How much money did Senator Zapanta steal?

_

4. How did he do that?

_
_

5. Where was he keeping his money?

_
_

6. What happened to Gabriel Olondriz?

_
_

7. How did the Senator frame him?

_
_

8. What happened to Gabriel after that?

_
_

9. Who is Dante Jerome?

_

10. What do you think it is accomplished means?

_
_

11. What are some challenges or obstacles faced by the main characters?
_
_
_
 77

Vocabulary
bogus (adj.): not real; fake
nave (adj.): inexperienced; innocent
raid (v): attack
rejoice (v): to show that you are happy
accomplished (adj.): done
 78

CHAPTER 8

1. Who is narrating the story?

_

2. Describe the place Zapanta lives.

_
_

3. Rat and Raphael want to pay Zapanta a visit. Do you think its a good idea for the
boys to go to his house? Explain.
_

4. How are they going to get there? Where are they going to get the money for the bus
fare?
_
_

5. Rat says, They dont bother me You get some that are friendly. Who is he
talking about?
_

6. What happened to the bag and wallet that Rat was keeping in his house?
_

7. What is the secret Rat keeps a in his house?

_
What is it for?

How did he get it?

Where does he want to go?

8. How much does he need to go back home?

_

9. What does he want to buy when he gets there? Why?

_

10. How does Raphael describe Sampalo?

_
 79

11. What is Rats plan for the future?

_

12. What happened to Raphael after the time with the police?
_
_

13. Why do you think people are treating him differently?

_
_

14. Write 2 important quotes from this Chapter and explain them (use your own words
to explain them).
_
_
_
_
_
_
_

Vocabulary
deceive (v): to make (someone) believe something that is not true
mewling (adj.): to cry weakly; whimper
 80

CHAPTER 9

1. Who is narrating now?

_

2. How do the boys get to see Zapantas house? What do they compare it to? Describe
the house.
_
_

3. Who do they see there? What was he doing?

_
_

4. What do you think happened to Zapanta?

_
_

5. Why are there so many police cars there?

_
_

6. How much money is missing?

_

7. Explain what happened to the money, using your own words.

_
_

8. How is Jose Angelico related to the story that the man is telling the boys?
_
_

9. Why is the man upset at the vice president?

_
_

10. What are some challenges or obstacles faced by the main characters?
_
_
_
_
 81

11. What does this chapter tell us about the main characters?
_
_
_
_

Vocabulary
squeeze (v): to press together
hum (v): to sing the notes of a song while keeping your lips closed
trot (v): hurry
pant (v): to breathe hard and quickly
 82

CHAPTER 10

1. Who is narrating?
_

2. Why does the old man have so many grandchildren? Explain.

_
_

3. How does the old man describe Jose Angelico?

_

4. Using your own words, write what the letter says.

_

5. The letter also contained some numbers. What are they for?
_
_
What book do they use to de-code the message?

6. Does Gardo take the Bible with him? Explain.

_
_

7. Why does Gardo think things can get dangerous now?

_
_

8. What happened to Gabriel the next day?

_

9. Why does Olivia have to go to the police station?

_
_

10. What does she tell the police?

_
_

11. Where does Olivia go next? Why?

_
_
 83

12. What does she learn in Behala?

_
_

13. What are some challenges or obstacles faced by the main characters?
_
_
_
_

Vocabulary
groan (v): to make a deep sound because of pain
banner (n): flag
in haste: in a hurry
dreadful (adj.): very bad or unpleasant
hiss (v): to say something in a loud whisper
tongue (n): language
flippantly (adv.): not respectfully
drought (n): a long period of time during which there is very little or no
rain
 84

PART FOUR

CHAPTER 1

1. Who is narrating now?

_

2. What happened to the boys and where do they end up?

_

3. What is their plan now that they realize they have nowhere to go?
_

4. How do the boys survive on the street?

_

5. Why is Raphael so sad?

_

6. Where does Gardo decide to go, even though it was risky, and why?
_
_

7. Who is Marco and what does he want to help the boys?

_

8. What does Rat want to do back in the dumpster?

_

9. How does he get there?

_

10. What is Rat going to do to Father Juilliard and how does he feel about that?
_

11. How does he steal from the safe? Why does he know the combination?
_
_

12. Why does Rat draw a picture?

_
What does he draw?
 85

How does he feel?

13. What are some challenges or obstacles faced by the main characters?
_
_
_
_

14. What does this chapter tell us about the main characters?
_
_
_
_

Vocabulary
carnival (n): festival
slink/slunk (v): to move in a way that does not attract attention especially because
you are embarrassed, afraid, or doing something wrong
rough (adj.): tough
tiny (adj.): very small
squander (v): to use something is a wasteful way
fetch (v): to find out
doze (v): to nap; to sleep lightly especially for a short period of time
lift (v): to steal
 86

CHAPTER 2

1. Who is telling the story?

_

2. What do the boys want to do because Rat is feeling so bad about stealing the
money?
_
_

3. When and where are they meeting Marco?

_
_

4. How does Gardo know this is the right Bible?

_
_

5. What does Marco do to Gardo?

_
_

6. How does Gardo fight back?

_
_

7. What happens next?

_
_
_

8. Write 2 important quotes from this Chapter and explain them (use your own words
to explain them).
_
_
_
_
_
_
_
 87

Vocabulary
stake out (phrasal verb): to watch (a place) secretly
blend in (phrasal verb): to look like you belong with a particular group
hook (n): a curved or bent tool for catching, holding, or pulling something
greed (adj.): a selfish desire to have more of something
cut and run: to leave quickly in order to avoid danger or trouble
duck into (v): to move quickly
slash (v): to cut
 88

CHAPTER 3

1. Who is narrating now?

_

2. Summarize what happens in this chapter by using your own words.

_
_
_
_
_
_
_
_

3. What does this chapter tell us about the main characters?

_
_
_
_

Vocabulary
blast (v): to make a loud and usually unpleasant sound; blare
within an ace (n): very near to (doing something)
reckon (v): to think; to suppose
give away (phrasal verb): reveal
 89

CHAPTER 4

1. Who is narrating now?

_

2. Whats the code?

_

3. How do they break the code?

_
_

4. Where is the fridge?

_

5. What are some challenges or obstacles faced by the main characters?

_
_
_
_

Vocabulary
muddle (v): to mix up
gibberish (n): confused or meaningless words
hit the jackpot: to have unexpected success or good luck
strain my eyes: it was very hard to see
crack (a code) (v): to find an answer or solution to a code
 90

CHAPTER 5

1. Who is narrating now?

_

2. Why is he narrating?
_

3. Who is he talking about when he says Early morning they came, hoping to catch
us asleep.
_
_

4. Why do the boys notice there is something wrong that morning?

_
_

5. How do the boys leave the room?

_

6. How do they escape?

_

7. Do the police catch them?

_

8. Write 2 important quotes from this Chapter and explain them (use your own words
to explain them).
_
_
_
_

Vocabulary
brag (v): to talk about yourself in a way that shows too much pride
roof-hatch (n): the cover of an opening in the roof
stick around (phrasal verb): to stay somewhere especially in order to wait for
someone
dumb (adj.): stupid
rev (v): to cause an engine to run more quickly
cling (v): to hold onto something very tightly
 91

CHAPTER 6

1. Who is narrating now?

_

2. What is so dangerous about the escape?

_

3. Who saves them? Why? What do they do?

_
_

4. How do the other kids help the boys escape?

_
_

5. What does Gardo do that is so smart?

_
_

6. Where are the boys going now?

_

7. Why is the place the boys going to so crowded?

_
_

8. What are some challenges or obstacles faced by the main characters?

_
_
_

9. What does this chapter tell us about the main characters?

_
_

Vocabulary
edge (n): the part where (something) ends
burst (v): o open suddenly
scavenge (v): to search through waste for something that can be used
swerve (v): to change direction suddenly especially to avoid hitting someone
 92

CHAPTER 7

1. Who is narrating now?

Who is he?

2. How did he meet Jose Angelico?

_

3. What important expression is written on the stone?

_

4. Did Jose Angelico burry his daughter? Explain.

_
_

5. Write 2 important quotes from this Chapter and explain them (use your own words
to explain them).
_
_
_
_
_
_
_

Vocabulary
coffin (n): a box in which a dead person is buried
sympathies (n): the feeling that you care about and are sorry about someone else's
grief
meek (adj.): not wanting to fight or argue with other people
grief (n): deep sadness caused especially by someone's death
 93

PART FIVE

CHAPTER 1
1. Who is narrating this chapter?
_

2. Which important holiday is being celebrated?

_

3. Describe this holiday. What do people do? Where so they go?

_
_
_

4. Why do they buy flowers for Mrs. Angelico?

_

5. Do they find the grave?

_

6. What are some challenges or obstacles faced by the main characters?

_
_
_
_

7. What does this chapter tell us about the main characters?

_
_
_
_

Vocabulary
chat (v): talk
glitter (v): to shine brightly
Madonna (n): the Virgin Mary : the mother of Jesus Christ
queue (n): line
 94

CHAPTER 2

1. Who is narrating this chapter?

_

2. Why dont the boys find the grave at first? Explain.

_
_

3. What does the number B24/8 mean?

_

4. Why do the empty holes (graves) scare Raphael?

_

5. The boys think Jose might have buried the money. What are they planning on
doing?
_

6. Write 2 important quotes from this Chapter and explain them (use your own words
to explain them).
_
_
_
_
_
_
_

Vocabulary
bother (v): not to take the time to do something
rot (v): to slowly decay
perch (v): to sit on or be on something high
wildly (adv.): in an uncontrolled or excited way
bulge (v): to stick out
gaze (v): to look at something in a steady way and for a long time
 95

CHAPTER 3

1. Who is narrating?
_

2. Who are they talking to? Describe this person.

_
_

3. What is she doing there?

_

4. What is her name?

_

5. Why are the boys scared?

_

6. What are some challenges or obstacles faced by the main characters?

_
_
_
_

7. What does this chapter tell us about the main characters?

_
_
_
_

Vocabulary
stare at (v): to look at someone for a long time
 96

CHAPTER 4
1. Who is narrating?
_

2. Was she a ghost? Explain.

_
_

3. What do the four of them do there?

_

4. Why was she in Naravo?

_

5. Why do you think Rat is crying?

_
_

6. What are they going to do now that they need tools?

_

7. What do they plan to do with the money?

_

8. What tools do they get?

_

9. What do they find inside the coffin?

_

10. What does $6,000,000.00 look like to Raphael?

_

Vocabulary
get (ourselves) together (phrasal verb): to stop being confused
skin and bone (expression): very thin
jittery (adj.): very nervous
thrash out (phrasal verb): to talk about (something) in order to make a decision
spike (n): a long, thin rod that ends in a point and is often made of metal
musty (adj.): having a bad smell
snug (adj.): fitting closely and too tightly
 97

CHAPTER 5

1. Who is narrating?
_

2. Why do you think he wants to be called by his real name now? What can be inferred
about Rats new sense of self? How have Raphael and Gardo enabled this
transformation?
_
_
_

3. After the boys get the money, where do they go first?

_
What do they do there?

4. What do they do with the leftover money?

_

5. How much money was left?

_

6. What do the boys get from there? What are they going to do with these things?
_
_

7. What are some challenges or obstacles faced by the main characters?

_
_
_
_

8. Predict the impact that Zepatas deposal from government will have on this country.
What types of changes (if any) do you expect to see now that he is no longer in
power?
_
_
_
 98

Vocabulary
hit (v): to become suddenly or completely clear to someone
odds and ends (n): different kinds of things
whirl (v): to move in a circle with force or speed
flap (v): o move up and down or back and forth
dizzy (adj.): feeling that you are turning around in circles and are going to fall even
though you are standing still
linger (v): to stay somewhere beyond the usual or expected time
 99

CHAPTER 6

1. Who is writing this last chapter?

_

2. Where do they decide to go?

_

3. What do they do with their share of the money?

_

4. Write 2 important quotes from this Chapter and explain them (use your own words
to explain them).
_
_
_
_
_
_
_

Vocabulary
rickshaw (n): a small, light vehicle with two wheels
jetty (n): a long structure that is built out into water and used as a place to get on,
get off, or tie up a boat
paradise (n): a perfect, beautiful place
 100

Appendix

1. Why did Jose Angelico take the money from Senator Zapanta?
_
_

2. How does Angelico earn Zapantas trust?

_
_

3. What does Angelico do to be able to get to the safe?

_
_

4. How does Angelico get a copy of the key if the key could not leave the house?
_
_

5. What is Angelicos plan to steal the money?

_
_

6. Now that you read the Appendix, explain why the boys threw the money away in
the dumpster.
_
_
_

7. Using the phrase, This is a story about . . . supply five words to describe Trash.
Explain your choices.
_
_
_
_
_
_
_
_
_
 101

8. Which characters that do not tell any of the story might you be interested to hear
from? Write two pages telling any section of the story from the point of view of one of
these characters.
_
_
_
_
_
_
_
_
_
_
_
_

Vocabulary
appeal (v): to ask for something (such as help or support) in a serious way
ablaze (adj.): on fire
ajar (adj.): open
vault (n): a locked room
lest (conjunction): for fear that
mend (v): to repair; fix
 102

APPENDIX B

Survey Questionnaire
103
104
 105

APPENDIX C

Quiz Sample
106
 107

APPENDIX D

Sample of Students Interview Answers

 108

Student Interview Sample

(Control Group)

Examples of students responses -including typos- are provided below:

1. Do you feel that the/an on-line vocabulary game "quiz lit" helps in memorizing

the new vocabulary easier? Why?

i don't like the traditional way because you forget always, i like creative way to learn

like with pictures, so it sticks to your mind and you never forget it

2. Do you feel more comfortable when/if your team can help you in this game?

no i don't because it doesn't show pictures or like clear simple definitions, but

sometimes it does the thing..

3. Do you feel that when/if each person gets to play in class and the same words

are repeated this can help you remember the words easier?

maybe it depends on the classmate if he is excited we will learn and enjoy it!

4. What are some on-line games that you feel can help you memorize the new

vocabulary easier?

yeah for sure and use conv's makes the classmate in need to use that word.

5. Have you ever played an on-line game on the computer or other electronic

device and felt that it helped you learn faster?

i don't play games usually

6. Do you feel that watching a movie of the novel in class can help learn new

vocabulary?

No
 109

Student Interview Sample

(Treatment Group)

Examples of students responses -including typos- are provided below:

1. Do you feel that the/an on-line vocabulary game "quiz lit" helps in

memorizing the new vocabulary easier? Why?

Yes because its fun. It help me in memorizing words easier because teacher always

explain these words before the game. (Using some example sentences,

gestures).

I think it was very helpful to remind words. Maybe it's because before start the game,

teacher explained about the meaning with many actions... After the game, we

can memorize longer and explain in English! Actually So the on-line voca

game was really helpful to me in many ways.

2. Do you feel more comfortable when/if your team can help you in this game?

Yes, I do. They can cheer me and it can be one of the motivation. Also, when I play

the game, I get lost easily even if I know the meaning. As my team helps me, I

can find the way easier.

Yes. My team supported me, and I felt honor if I can get extra points for them.I like

playing this game because it made our 5C class a good atmosphere.When

somebody won for their team we gave him/her a high-five ! It's really fun

about being a team with classmates !

 110

3. Do you feel that when/if each person gets to play in class and the same words

are repeated this can help you remember the words easier?

Sure. Repeating is always necessary for studying. More repeating, easier to

remember.

Of course ! I believe that all the words in this game I can still remember now.

4. What are some on-line games that you feel can help you memorize the new

vocabulary easier?

Draw Something. But it's not efficient. It takes a long time to draw so I won't

recommend this game to teachers.

I dont know other on-line vocabulary game.

5. Have you ever played an on-line game on the computer or other electronic

device and felt that it helped you learn faster?

Yes. It's an app. The app shows 5 words(random) each day then you can memorize

them during the spare time.

Yes. If we can feel fun with studying, that's the easiest way to learn I think.

6. Do you feel that watching a movie of the novel in class can help learn new

vocabulary? Maybe.But we have to review these words. Discuss these

words.

Actually, I don't know well. But I think it can help. Cuz when we hear words in the

movie we memorized before, it is also repeating and reviewing of that.

 111

APPENDIX E

Sample of Students Reflection Journals

112
113
114
115
 116

APPENDIX F

Student Consent
 117

Consent of Agreement

(Student Form)

This study is made by Dana Fallata, a graduate student at California State University,

Sacramento.

I, ___________________, agree to participate in this research study entitled, The

Role of Edutainment in Teaching English to English Language Learners. I

have had the study explained to me and my questions have been answered to

my satisfaction. I have read the description of this project and give my consent

to participate. I understand that I will receive a copy of this informed consent

form to keep for future reference.

To the best of my knowledge, I meet the inclusion/exclusion criteria for participation

in this study.

________________________________ _________________

Participants Signature Date

 118

APPENDIX G

Teacher Consent
 119

Consent of Agreement

(Teacher Form)

This study is made by Dana Fallata, a graduate student at California State University,

Sacramento.

I, ___________________, agree to participate in this research study entitled, The

Role of Edutainment in Teaching English to English Language Learners. I

have had the study explained to me and my questions have been answered to

my satisfaction. I have read the description of this project and give my consent

to participate. I understand that I will receive a copy of this informed consent

form to keep for future reference.

To the best of my knowledge, I meet the inclusion/exclusion criteria for participation

in this study.

________________________________ _________________

Participants Signature Date

 120

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