Bài báo khoa học

Many issues have arisen in teaching and learning speaking, such as students’ lack of desire, fear of speaking English or the teacher’s use media in class. Thus, the purpose of the study is to look into the impact of a modified monopoly game (Englishopoly) on university students through their viewpoints toward the implementation of this board game in speaking class. A qualitative approach was used. The data was collected using a sample of 90 second-year students from Foreign Language Department, Vinh University, which includes Likert Scale questionaire and interview. The finding reveals that the perception of students' perceptions were focused on three themes: learning enthusiasm, playing the board game, and board game benefits. Responses showed that enjoyable feeling was created among majority of students when combination of interesting features of the game such as colors variation, rewards by money or competitiveness and varied topics motivated them to express their ideas naturally. Moreover, many students admited that playing this modified monopoly game created a sense of teamwork; they focused more on speaking properly and assisting their partners who lack profiency rather than just winning the game. The participants also reported the benefits of English-opoly, when the game psychologically inspired students to speak in a relaxing way without fear or pressure. The study suggests teachers to integrate games with the teaching process, directing learners reduce their anxiety level and build positive feelings in speaking English.