Comparative study of pre-service teachers’ and teacher Educators’ perceptions of using games and songs in EFL vocabulary teaching

Abstract

ABSTRACT— Games and songs are progressively considered practical educational tools in English teaching as a Foreign Language (EFL) classroom, particularly for vocabulary acquisition. Nevertheless, recent research has yet to adequately capture the perspectives of both pre-service teachers and teacher educators within the Vietnamese educational setting. This research delves into the perspectives of pre-service teachers and teacher educators on the benefits, challenges, and roles of using games and songs in EFL vocabulary development while drawing a comparison between these two distinctive groups. This study employs a mixed-methods design including 100 pre-service teachers and 9 teacher educators at HUFLIT, who answered questionnaires. In addition, 10 pre-service teachers and 3 teacher educators were selected for semi-structured interviews. Based on the gathered data, both groups highlight the advantages of these activities in better involvement and vocabulary recall. Nonetheless, although these tools bring an enjoyable learning atmosphere, some difficulties also occur. In terms of the comparison of perceptions, although both groups evaluate these tools for motivation and memory, they are different in priority. Pre-service teachers concentrate more on student engagement and play a role as facilitators who adjust classroom tasks to support learners. On the contrary, teacher educators place emphasis on pedagogical value and academic standards and regard themselves as mentors who provide indispensable models and management strategies for long-term integration.