Volume 07 Issue 05 May 2024
Tran Nho Huong
Dai Nam University, Hanoi, Vietnam
DOI : https://doi.org/10.47191/ijsshr/v7-i05-41Google Scholar Download Pdf
ABSTRACT
This study explores the perceptions of dopamine-stimulating activities among students and the challenges faced by teachers in implementing these activities in language education at Dai Nam University. A mixed-methods approach was employed, involving surveys and semi-structured interviews with 220 non-English major students and language teachers. The surveys assessed students' perceptions of various dopamine-stimulating activities, including gamified vocabulary acquisition courses, interactive language games, reward-based speaking activities, physical activity breaks, and project-based learning with rewards. Results indicate varying perceptions across academic years, with first-year students expressing the highest perceptions of effectiveness, followed by a decreasing trend in perceptions among higher-year students. Teachers reported challenges such as balancing novelty with meeting specific learning objectives, resource constraints, and classroom management difficulties. Qualitative data from semi-structured interviews with language teachers provided additional insights into the challenges and strategies encountered in implementing dopamine-stimulating activities. Themes emerged around the excitement and perceived effectiveness of these activities, specific activities utilized by teachers (such as interactive games, multimedia presentations, and real-world simulations), challenges faced, positive outcomes observed (including enhanced student engagement, participation, and language proficiency), and the need for flexibility and creativity in overcoming challenges. The study highlights the importance of considering students' perceptions and challenges faced by teachers in optimizing the effectiveness of dopamine-stimulating activities in language education. Tailored approaches to address varying perceptions and challenges are necessary to ensure meaningful engagement and promote effective language learning experiences. The findings contribute to the ongoing discourse on innovative pedagogical approaches in language education and offer practical implications for educators seeking to enhance student engagement and learning outcomes.
KEYWORDS:dopamine stimulation activities, classroom practices, challenges, implementation of activities
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