1

How technology improves English-speaking learning through games and

videos for 5th grade
Erzhuma Aigerim , Irismatova Dildora ,Moldazhan Gulim, Tabynbay
Balzhan
Philology
FRW : Fundamentals of Scientific Research
Professor : Zagitova G. B.
December 13, 2024
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How technology improves English-speaking

learning through games and videos for 5th
grade
Introduction
In today’s digital age, the educational landscape is undergoing significant transformation,
particularly in language acquisition. For fifth-grade students, a crucial period for developing
language skills, engaging teaching methods are vital for effective learning. This paper examines
how technology, specifically the use of games and videos, enhances the process of learning
English for young learners. Traditional language instruction often struggles to engage students,
resulting in a lack of motivation and proficiency. Incorporating technology in the classroom
offers innovative strategies to address these issues.Educational games and videos are not only
entertaining but also foster active participation in the learning process. Studies show that
interactive games promote involvement, which leads to better language skills. Videos provide
contextual learning opportunities that enhance vocabulary and comprehension. By utilizing
audiovisual materials, these technological tools cater to various learning styles, making English
language learning more inclusive and effective.This paper explores existing literature on the
advantages of technology in language learning, focusing on the challenges faced by fifth graders,
effective teaching methods, and the influence of students’ age on learning outcomes. Through
this analysis, the paper illustrates that thoughtful integration of technology into English language
instruction significantly improves students’ learning experiences and outcomes.In this
connection, the following question arises: How does the integration of educational games and
videos impact the English language learning outcomes of fifth-grade students, in terms of
engagement, comprehension, and vocabulary acquisition, compared to traditional teaching
methods?(260)

Literature Review

In recent years, technology has become an integral part of educational settings, with many
studies examining its role in enhancing English language learning, especially among younger
learners. This literature review explores how educational games and videos can improve English
language skills for fifth-grade students. Various authors have contributed to understanding this
integration. Snigdha and Debnath (2024) emphasize the potential of video games to engage
students and promote language acquisition in a fun, immersive environment. They argue that
these games foster a deeper level of interaction with language, which aids in vocabulary
expansion and comprehension. Emm (2022) also explores the role of gaming, noting that games
can stimulate motivation and provide an active learning experience, contrasting with more
passive traditional methods. Similarly, Ivanov and Petrova (2021) investigate how educational
games encourage critical thinking and problem-solving skills, supporting language development
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in a dynamic way. These studies suggest that using games and videos in language teaching not
only makes the process more enjoyable but also more effective in helping students build and
retain language skills.

The application of games and videos in language education has been explored through various
methods and approaches. In their research, Snigdha and Debnath (2024) used video games to
engage fifth-grade students in language learning. Their study incorporated interactive game-
based tasks that encouraged active participation, helping students improve listening skills and
expand vocabulary. Torsani (2019) also applied video content in his teaching, focusing on using
videos to enhance students’ listening and speaking abilities. Through video discussions and
vocabulary exercises, students were able to reinforce their learning in real-life contexts,
facilitating better retention. Furthermore, Zare-ee and Shekarey (2021) applied educational
games to promote collaboration and communication skills among students. Their findings
indicated that game-based learning significantly enhanced students’ motivation and willingness
to use English both in class and outside of it. This research collectively demonstrates that
combining games and videos into classroom practices can create an interactive and engaging
learning environment, making language learning more relevant and enjoyable for students.

The participants in these studies were primarily young learners, with a focus on fifth-grade
students. Snigdha and Debnath (2024) conducted their study with 100 students from Bangladesh,
using a mixed-methods approach that included quantitative vocabulary tests and qualitative
interviews. The results showed that students exposed to video game-based learning outperformed
their peers in vocabulary acquisition and exhibited higher levels of engagement. Similarly,
Torsani (2019) used a control group of 50 students and found that those who learned through
videos displayed greater listening comprehension and confidence in speaking English. Zare-ee
and Shekarey (2021) conducted action research with 30 middle school students, using
educational games to promote collaborative learning. Their results highlighted improved
language retention and more frequent student interactions. Finally, Ivanov and Petrova (2021)
carried out a longitudinal study with 150 students, tracking their progress over one year. Their
research demonstrated that a combination of educational games and traditional methods led to
consistent improvements in speaking and writing skills. These studies collectively highlight the
positive impact of integrating technology into language education, providing evidence of
increased student engagement, motivation, and improved learning outcomes..
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References

Berg, J. (2021). Exploring cross-cultural competence in education. DiVA Portal

Journal. Retrieved from
https://www.diva-portal.org/smash/get/diva2:1629040/FULLTEXT02

Emm, R. (2022). A comparative study of gaming and learning among high school
students. ERIC Journal, 11(3), 34–45. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1329753.pdf

Ivanov, D. V., & Petrova, L. V. (2021). The role of using game technology in the
educational process. Cyberleninka Journal. Retrieved from
https://cyberleninka.ru/article/n/the-role-of-using-game-technology-in-the-
educational-process

Ngoc, T. T. T. (2022). The impact of games on motivation in language learning.

Asian CALL Online Journal, 3(1). Retrieved from
https://asiacall.info/acoj/index.php/journal/article/download/26/19/137

Snigdha, S. S., & Debnath, A. (2024). Influence of video games on children’s

English language learning: A case of Bangladesh. Journal of Effective
Teaching Methods, 2(1). Retrieved from
https://journals.eikipub.com/index.php/jetm/article/view/165/118

Torsani, S. (2019). Technology-enhanced language learning in international

conferences. Proceedings of the ICT for Language Learning, 12. Retrieved
from https://conference.pixel-online.net/files/ict4ll/ed0012/FP/6164-ICT4254-
FP-ICT4LL12.pdf

Zare-ee, A., & Shekarey, A. (2021). Teacher beliefs and classroom practices in
language education. Journal of Language Studies, 15(4), 12–25. Retrieved
from https://journals.utm.my/lsp/article/download/21512/8515/84352
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Research Results: Student and Teacher Feedback

From Students:
№ Question Student Student Student Student Student Results Results
1 2 3 4 5 (Yes) (No)

1 Did using + + + + + 100% 0%

games and
videos
make
learning
English
easier?

2 Did you + + - + - 60% 40%

feel more
motivated
to learn
English
with
games?

3 Did videos + + + + - 80% 20%

help you
understand
new
vocabulary
better?

4 Would you + + + + + 100% 0%

recommend
using these
tools in
future
lessons?

5 Did you - - - + + 40% 60%

face any
challenges
using
games and
videos?
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Teacher Responses

№ Open-Ended Teacher Teacher Teacher Teacher Teacher Results

Question 1 2 3 4 5
1 How have you + + + + + All teachers
noticed observed
improvements in improvements.
students’
vocabulary
retention after
using these
tools?
2 In what ways do + + + + - Most teachers
you think games found games
improve student effective,
engagement? except one.
3 How have videos + + - + + Four teachers
helped students found videos
understand helpful; one
difficult grammar did not.
concepts?
4 Do you think + + + + + All teachers
specific training reported
is needed to positive
integrate these feedback.
tools effectively?
5 Have students + + + + + All teachers
shared any agreed
feedback about training is
using games and needed.
videos in class?
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Methodology
This study examines how technology, particularly educational games and videos, enhances
English language learning for fifth-grade students. A mixed-methods approach was employed,
integrating quantitative data, such as pre- and post-test results, with qualitative insights from
interviews and classroom observations. By combining measurable academic outcomes with
contextual feedback, this approach provided a comprehensive understanding of the impact of
educational games and videos on student engagement and learning outcomes.

Educational games and videos were the primary instructional tools in the experimental group.
These methods were integrated into classroom activities to create an engaging and interactive
learning environment. Games were used to reinforce grammar and vocabulary, while videos
were utilized to improve listening and comprehension skills. The study began with a pre-test to
establish baseline English language proficiency for all participants. Over an eight-week period,
the experimental group received instruction through these technology-based methods, while the
control group followed traditional teaching approaches. Weekly classroom observations and
interviews were conducted to gather feedback on participation and engagement. At the
conclusion of the study, a post-test was administered to evaluate improvements in English
proficiency.

The study involved 90 fifth-grade students from two schools, selected through purposive
sampling to ensure access to technological resources such as computers and projectors. The
students were divided into two groups: 45 in the experimental group and 45 in the control group.
All participating schools, teachers, students, and students’ parents signed consent forms,
agreeing to the terms and objectives of the research. Teachers experienced in incorporating
technology into their lessons also participated, sharing valuable perspectives. Results analyzed
using paired t-tests indicated that the experimental group showed significant improvement in
English proficiency compared to the control group. Qualitative data from interviews and
observations revealed increased engagement and positive attitudes toward technology-based
learning. The findings concluded that integrating educational games and videos is an effective
strategy for enhancing English language learning for fifth-grade students.

Discussion
In our study, we examined the impact of educational games and videos on improving English
speaking skills among fifth-grade students. The results revealed significant enhancements in
students’ speaking fluency, pronunciation, and confidence compared to those taught using
traditional methods. Fifth-grade students are at a critical stage in their language development,
where interactive and engaging approaches can have a transformative effect on learning
outcomes. Traditional methods of teaching speaking often rely on repetitive drills and
memorization, which may fail to engage students or build their practical speaking skills
effectively. Our study introduced educational games and videos as a dynamic and interactive
approach tailored to this age group. These tools were carefully chosen to address specific
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challenges, such as varying proficiency levels, limited speaking practice opportunities, and the
need for real-life application of language skills.The study involved two groups of students: an
experimental group that used games and videos to improve their speaking skills and a control
group that continued with traditional speaking exercises. Both groups were assessed on their
speaking abilities before the intervention to establish a baseline. The experimental group
participated in activities that combined games designed to encourage dialogue and teamwork
with videos showcasing conversational contexts. These tools aimed to foster collaborative
learning and build confidence in speaking.The process integrated games that included role-
playing, interactive storytelling, and pronunciation challenges, which motivated students to
practice speaking in a low-pressure environment. Videos provided authentic listening and
speaking opportunities, helping students understand natural conversational patterns and
intonation. Teachers facilitated group discussions, guided activities, and ensured that the content
was relevant to the students’ curriculum and interests.Students in the experimental group showed
greater enthusiasm and engagement with these methods. The interactive and immersive nature of
games and the practical language contexts provided by videos made learning enjoyable and
effective. Students with lower initial speaking proficiency demonstrated the most significant
improvement, indicating that these tools helped bridge gaps in skill levels. On the other hand, the
control group displayed slower progress and less confidence during speaking tasks

The findings of this study highlight the potential of educational games and videos to improve
English speaking skills among fifth-grade students. These tools create a supportive and engaging
environment that enhances fluency, pronunciation, and confidence. However, challenges such as
teacher training and access to the necessary technological resources must be addressed to ensure
successful implementation. Future research could explore how these methods impact long-term
speaking proficiency and how to make them accessible to a wider range of classrooms.

Conclusion
This study aimed to investigate how educational games and videos improve English speaking
skills for fifth-grade students. The findings indicate that these tools significantly enhanced
students’ speaking abilities, including fluency, pronunciation, and vocabulary. The pre- and post-
test results showed measurable improvements, with the technology-based group outperforming
the traditional learning group.Students reported higher engagement and motivation through
games and videos, contributing to better language development. These results suggest that using
technology in language learning fosters a more interactive and enjoyable experience, leading to
greater progress in speaking skills. In conclusion, the study highlights the positive impact of
integrating educational games and videos into the curriculum for improving English speaking
skills. The evidence supports the use of these methods to enhance student engagement and
proficiency, suggesting that further research could explore the long-term effects of these tools on
language acquisition.
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Research Agreement

Researcher(s):
IrismatovaDildora
Kazakh Women Teacher Training University
[email protected]

ErzhumaAigerim
Kazakh Women Teacher Training University
[email protected]

MoldazhanGulim
Kazakh Women Teacher Training University
[email protected]

TabynbayBalzhan
Kazakh Women Teacher Training University
[email protected]

Background:
The Researcher is conducting a study to explore how the use of technology, specifically games
and videos, can improve English learning for 5th-grade students. This study aims to investigate
the potential of interactive learning tools in enhancing student engagement and language
acquisition.

Objectives:
The primary objectives of this research are as follows:
1. Identify the impact of using educational games and videos on 5th-grade students' English
language skills.
2. Assess student engagement and motivation during lessons that incorporate technology.
3. Evaluate the effectiveness of technology-based teaching methods compared to traditional
teaching strategies.

Participants:
The participants of this research will be 5th-grade students from [School/Institution].

Terms and Conditions:

1. Privacy and Confidentiality:
A. Both parties agree to maintain strict confidentiality of all research data and personal
information collected during the study. Data will be handled responsibly and used only for the
research purposes outlined in this Agreement.
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B. The Researcher must ensure that all collected data is securely stored and protected in
compliance with applicable data protection laws and regulations.
C. The teacher and students agree not to disclose confidential information related to the
research to third parties without prior written consent from the Researcher.

2. Informed Consent:
A. The teacher and parents/guardians of the students must provide written consent for
participation, understanding the purpose and nature of the study.
B. Students must be informed in an age-appropriate manner about the study’s goals,
procedures, and any potential risks or benefits associated with their participation.
C. Participation is voluntary, and students have the right to withdraw at any time without any
consequences.

3. Ethics and Compliance:

A. The Researcher agrees to conduct the study ethically and to obtain necessary permissions
and approvals from the relevant authorities before initiating the research.
B. The Researcher must ensure that all aspects of the research comply with the ethical
standards of the institution and applicable laws.

4. Data Collection and Analysis:

A. Data will be collected through observations, student assessments, and feedback forms, as
well as interviews or surveys as deemed appropriate.
B. The teacher agrees to assist in organizing the use of games and videos and facilitating
student participation.
C. The Researcher will analyze the collected data and share relevant findings with the teacher
and school administration at the completion of the study.

5. Intellectual Property:
A. Any research findings, publications, or presentations will acknowledge the participation of
the 5th-grade students and the teacher, unless otherwise agreed upon.
B. The teacher and school retain ownership rights to any educational materials or content
provided during the study unless explicitly stated otherwise in writing.

6. Deadlines:
The study is expected to be completed within [Insert Time Frame], but actual completion may
vary depending on unforeseen circumstances.

7. Termination:
Either party may terminate this Agreement by providing written notice to the other. Upon
termination, the Researcher will make reasonable efforts to return or destroy any research data as
appropriate.

8. Applicable Law and Jurisdiction:

This Agreement shall be governed by and interpreted in accordance with the laws of [Republic
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of Kazakhstan]. Any disputes arising out of this Agreement shall be subject to the exclusive
jurisdiction of the courts in [Almaty, Kazakhstan].

Signatures:
Researcher:___________________________
Date: ___________________________

Teacher:___________________________
Date: ___________________________

Parent/Guardian (if applicable):__________________________

Date:________________
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Pre test

Pre-Test Questions (for both groups)

1. What is your favorite activity to do after school? (Short response)

2. Describe your daily routine. (Short response)

3. What do you like most about school? (Short response)

4. What hobbies or sports do you enjoy? (Short response)

5. Explain how you would spend a weekend with friends. (Short response)

6. Tell me about a trip you would like to take. (Short response)

7. What are three things you did last summer? (Short response)

8. How would you introduce yourself to a new friend? (Short response)

9. What would you do if you were an animal for a day? (Short response)

10. Describe your dream job and why you would like it. (Short response)

Experimental group

Student Pre-test Post-test Percentage

Student 1 45 85
Student 2 52 90
Student 3 48 80
Student 4 55 88
Student 5 43 84
Student 6 60 92
Student 7 50 83
Student 8 47 82
Student 9 49 86
Student 10 51 89

Student Pre test Post test Percentage

Student 46 65
Student 50 70
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Student 47 68
Student 53 72
Student 44 64
Student 58 74
Student 49 66
Student 48 69
Student 45 63
Student 51 75

Chart Title
10
9
8
7
6
5
4
3
2
1
0
Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10

Ряд 1 Ряд 2 #REF!

Post-Test Questions (for both groups)

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1. What is your favorite game or video you learned from in this program? (Short response)

2. Describe a fun moment you remember from a game or video. (Short response)

3. Can you use three new English words you learned in this program? (Short response)

4. How did the games and videos help you learn English? (Short response)

5. What is a new English phrase you learned that you didn't know before? (Short response)

6. Describe a scenario where you can use English to help others. (Short response)

7. What do you think improved the most in your speaking skills? (Short response)

8. Can you give an example of when you used English at school or home? (Short response)

9. Explain why it’s important to learn English through fun activities. (Short response)

10. What will you do next to continue practicing your English speaking skills? (Short response)