6.2 Suggestions 15

6.3 Remaining Problems and Further Research Suggestions 16

References 17

Appendix I 20

Appendix II 21

1. Introduction

1.1 Background 

    Primary school age is known to be the most favorable for leaning a foreign language. Foreign language learning has a long history of integrating games into learning, a history that began with paper, card and classroom games before digitalisation (Gaudart 1999). Crookall (2007) for instance underlines “the need to integrate play into learning models” based on research in language play in children’s early language learning.  The incorporation of games into education is often more effective than traditional teaching methods in enhancing learning motivation, active participation, and concentration among students. There is no doubt that games are effective in language teaching. In fact, students are given more chances to practice English in terms of playing games and can enhance their ability of using language through play. In traditional class, students and practice by using rules and functions. As a matter of fact, games do that also. Hadfield confirms that "games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between classroom and the real world." (Li Chenjing, 2012). It indicated that the pedagogical values of games are obvious particularly in second language teaching. Games are effective because they provide motivation, lower students' nerves and give them the opportunity for real communication. Avedon (1971) tried to reason why games are effective learning aids. He held that games "spur motivation and students get very absorbed in the competitive aspects of the games; moreover, they try harder at games than in other courses".

Furthermore, games can enhance the social skills of students as well as improve their skills in understanding and solving problems (Kirikkaya, Iseri, & Vurkaya, 2010). The ability to positively interact and cooperate with others is a behaviour quality that is necessary in order to develop relationships and successful careers. Combined with cooperative learning advocated by English curriculum standard of full time compulsory, this study intended to combine GBL with cooperative learning to enable students to better integrate themselves into the activities of cooperative learning in games. 

1.2 Purpose

To help young learners in primary school find language class more interesting, and to motivate young learners is one aim of the Standard of English Curriculum in lower grade, this study used game-based learning as the teaching strategy. The use of educational games as cooperative learning strategy has been investigated. In this research study, the focus is on competition and cooperation as two interactive mode of game. Accordingly, this study aimed at investigating the effects of these two types of game on students’   learning motivation. Additionally this research focuses on the classroom interaction, as an indicator of cooperation and engagement in class during two game conditions to give indication to game teaching 

instruction. 

1.3 Significance 

    The aim of this study is to investigate effects of competitive games and cooperative games on the motivation and explore distinctive features of two different interactive learning tasks to implicate the appropriateness and effectiveness of method of instruction of competitive-based games and cooperative-base games respectively in classroom teaching. It is hoped that the findings of the present study can provide teachers with new perspectives on using both competitive games and cooperative games to enhance young learners’ motivation and take advantage of positive effects of games in their EFL classrooms.