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
1.
Page
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 student’s 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 student’s 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 Shin’s 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 researcher’s 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 teacher’s 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 institute’s 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 Narkon’s
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. Sibold’s 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 learner’s 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 someone’s 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 today’s 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
Monday
Type of Instruction
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 week’s 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 week’s 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 student’s 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
40
30
20
10
0
Treatment Group
Controlled Group
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 person’s
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 researcher’s 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 student’s (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 student’s ability to learn English. Additionally, Pae
and Shin’s (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 student’s (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 peer’s
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 you’ll 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
Raphael
Gardo
Rat
Olivia
Father
Julliard
What we know or can infer
about
him/her
His/her voice – the way s/he
tells
the story
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 don’t 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. What’s 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 aren’t 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 doesn’t 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 aunt’s advice to Raphael?
_
_

Why does she say that?
_
_
58
9. Describe Raphael’s 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. What’s his real name and why do people call him that?
_
_
3. Describe Rat’s 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 Gardo’s 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. Raphael’s aunt wants to know if they are safe. Why is she worried?
_
_
7. What is Gardo’s 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
 naïve (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 it’s 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 don’t 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 Rat’s 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 Zapanta’s 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. What’s 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 don’t 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 Rat’s 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 Zepata’s 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 Zapanta’s 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 Angelico’s 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 it’s 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 don’t 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.
________________________________
_________________
Participant’s 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.
________________________________
_________________
Participant’s Signature
Date
120
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