30 subjects were chosen for the investigation: pupils studying in the two 4th grades such as 4”A” and 4”B” of the school № 34 located in Nukus city, Karakalpakstan Republic. Two forms were selected based on the age specification 9-10 aged in other words, the students of 4th grade. The subject included 15 pupils in 4"A". Next target subject consisted of the same 15 ones. Some pupils in the class were 10 years old whereas the others were at the age of 9 and majority of them were of the same nationalities, Uzbek and Karakalpak(Table 2 and 3). The subjects of these courses were provided with lesson trails, certain topics, questionnaires, and quizzes. Accordingly, these courses were conducted with the same topics for each group but with different approach. Grade 4”A” was taught relying on game technologies while the grade 4”B” was taught the same topic in the traditional way. The researcher needed to compare the results of the members of one class with another class pupils’ who were taught with games for identifying the effectiveness of the game methods in improving their speaking skills process and, at the end of the study, the researcher aimed at comparing the results of the two classes on learnt topics.
Table2. The list of pupils of 4”A” (Experimental group)
Observation form- prior to providing lessons, the researcher filled out observation forms to determine the pupils' interest, stimulation and teachers' teaching skills with the learners. On the other hand, she learned how to act while giving lessons by observation.
The questionnaire forms- the assessor prepared two forms of questionnaire papers for the investigation of both teachers and learners. The researcher will be able to investigate the issues, desires, and viewpoints of the pupils in their speaking capacity classes using those questions. The second paper, on the other hand, was designed to familiarize pupils with teachers' methods and techniques as well as their difficulties in teaching pupils.
Pre-testing-the pre-test was designed to assess the learners' speaking skills that they had learned up to the time of the experiment. Furthermore, evaluating the learners aids in determining how successful the teachers' methods were. Another benefit was that they would help equate the findings to the post-test at the end of the study.
Post-test-the aim of the post-test was to confirm whether the researcher's assumption had been proven correct or incorrect, whether the research goal had been met or not, whether the chosen materials were appropriative or not and whether the methods were relevant or not.
Equipment:
Laptop- it can be used to present projectable materials and to put some videosongs or songs for the learners;
Speaker- it helps for listening tasks;
Overhead projector- it helps to show presentations, videos, movies or cartoons in large size in order to demonstrate in high quality;
Photocopier-handouts for the learners to be distributed can be copied by this equipment;
Whiteboard with markers of various colors- the researcher may use them to provide explanation or examples related to the topic.
Procedure Variables
There are a variety of variables that influence how languages are taught and learned. Several topics, explanations, scientists' points of view and recommended methods for game application in speaking classrooms by taking into account usable devices at schools were discussed in the previous chapters. The following considerations were included in this factual investigation:
The dependent variable was improving speaking skills of pupils which was the main variable and the central focus of the fooling experiment.
The independent variable (the variable which was regulated in order to see what effect it can make on the dependent variable) these are effective teaching and assessment strategies for teaching speaking skill using game technologies.
The moderator- age, gender, number of pupils (this is special independent variable, which may influence the result of relationship between the dependent and independent variables) is the experience of the objects of the experiment, because it can influence on their attitude towards the used techniques, their look on the effectiveness of study from the position of receivers. While the other objects of the experiment, teachers, express their opinion about effectives from the perspective and from the height of their teaching practice. Both teachers and pupils are undoubtedly to have experience of being involved in teaching speaking process, but see it from different sides. That makes the survey more objective and reliable. The next variable in the research is control.
The control variables are those which should be regulated or controlled so that they will not influence the effect of independent variable or dependent variable. Such variable in this study are personal attitude towards study (maybe some of the pupils have their personal attitude towards the teacher and do not pay attention to the effectiveness of the lesson).
The intervening variable is effectiveness of implementation of effective game technologies in developing speaking skill process. This is the theoretical part which determines the relationship between dependent and independent variables. In the current study the inverting variable is identifying the principles of material designing for teaching speaking skill using game technologies.
The extraneous variable is one that can significantly affect a study’s reliability and which might be unnoticed or uncontrolled, this is objectivity or subjectivity of the respondents. This variable cannot be controlled because some of the respondents may read the survey questions not thoroughly and their answers cannot be reliable. There can be also subjective results of survey, because the pupils may not clearly understand the purpose of study or confuse the features of a good teacher or a lesson with a just friendly atmosphere. However, the researcher tried to make all conditions for pupils to obtain necessary data and expel all the potential controls by creating friendly and trusting atmosphere.
