i ACKNOWLEDGEMENTS I would like to express my gratitude to a number of people who have helped, advised and supported me in doing my research paper First and foremost, I would like to extend my sincerest thanks to Ms Phan Thi Hoa, my supervisor, for her valuable guidance, ever-enthusiasm, responsibility and encouragement Thanks to her critical feedbacks, invaluable suggestions and useful reference during the research process could I complete my study I am gratefully indebted to the teaching staff of Department of Basic Science for their valuable lectures which laid the foundation for this study and their constant assistance, encouragement as well as their helps in answering my questionnaires My thanks also go to the first year non-English major students in College of Sciences where my surveys were carried out Last but not least, my heartfelt thanks to my family and friends whose direct or indirect support helped me complete my thesis in time Ketnooi.com connecting e-citizen ABSTRACT In recent years, English has become a compulsory subject in most Vietnamese schools and universities A mass of supplementary exercise books, grammar books, and other learning materials have been compiled to help students study English better Many scholars have involved in the discussion of the methods of teaching English to non-English major EFL students in Vietnam Among the methods, language games are highly appreciated as useful ways to help students to learn English better, especially to improve speaking skills In fact, the roles of language games, in general, have not been fully grasped by most teachers and students Some of their drawbacks have prevented teachers from using them more often Are the attitudes of teachers in compared with one of the students towards the effectiveness and importance of language games similar? How to run language games in class effectively and what should they before introducing games? Being aware of these problems, we have tried to choose the topics to make use of the advantages of the English language games and especially for speaking skill development To be successful with the games, however, teachers should be sure to control and organize the class well with their appropriate techniques To help teachers handle language games better, the study will also give some basic steps to use them in class, with the role of teachers in some types of language games To know the attitudes of the teachers and students towards games as well as the problems of game use, questionnaires and class observation will be both employed Finally, this study points out that a slight shift of using language games for the first year non- English major EFL students should be put into practice, especially to teach speaking English skills iii TABLE OF CONTENTS Pa ge Acknowledgements…………………………………………………………… i Abstract…………………………………………………………………… ii Table of contents……………………………………………………………… iii List of figures and tables……………………………………………………………………….vi Chapter 1: INTRODUCTION 1.1 1.2 1.3 1.4 1.5 Statement of the problem and rationale for the study………………… Objectives of the study………………………………………………………………… 11 Scopes of the study…………………………………………………………… ……… 11 Methods of the study………………………………………………………… …… 11 Design of the study……………………………………………………………………….12 Chapter 2: LITERATURE REVIEW 2.1 Introduction……………………………………………………………… …………… 13 2.2 Language games…………………………………………………………… ………… 13 2.2.1 Definitions of language games………………………………………… …………….13 2.2.2 The role of language games…………………………………………………….… 15 2.2.2.1 Language games create high motivation in learning ………………………… 15 2.2.2.2 Language games create a pleasant environment and can be used to change the pace of lesson……………………………………………….………………….……….17 2.2.2.3 Language games can increase student-student communication, completion and promote active, student-centered learning……………………………………… 18 2.2.3 The drawbacks of language games…………………………………….…………… 19 2.2.4 When to use games in language teaching……………………………………….…….20 2.3 Some types of language games…………………………………………… …………… 20 2.4 Organizing language games in class…………………………………… ……………….23 2.4.1 Preparation…………………………………………………………………….………23 2.4.2 Presentation……………………………………………………………… ………… 23 2.4.3 Game-playing stage……………………………………………………………….… 24 2.4.4 Post-playing games…………………………………………………………….…… 24 2.5 The roles of teachers in communication games………………………………… …… 24 Chapter 3: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 3.1 Overview of the study process…………………………………………………… …….26 3.1.1 Objectives of the study………………………………………………………… …….26 Ketnooi.com connecting e-citizen 3.1.2 Subjects……………………………………………………………………….……….27 3.1.3 Methodology……………………………………………………………….………….27 3.1.3.1 Teacher group survey………………………………………………….………… 28 3.1.3.2 Student questionnaire survey……………………………………… ….……… 28 3.1.3.3 Class observation…………………………………………………… ….……….29 3.1.4 Procedures……………………………………………………………… … ………29 3.2 Presentation and analysis………………………………………………………………….30 3.2.1 Data collection and analysis of the findings from the teachers group survey…… ….30 3.2.1.1 The situation of using language games in the teaching process………………… 30 3.2.1.2 The attitude of teachers towards the use of language games in teaching speaking process…………………………………………………………………………… 31 3.2.1.3 The purpose of using language games in teaching process…………………….…32 3.2.1.4 The frequency of using language games in teaching speaking process………… 34 3.2.1.5 The effectiveness of using language games in teaching speaking process… …35 3.2.1.6 The importance of using language games in teaching speaking process………….36 3.2.1.7 The attitudes and feelings of students towards language games………………… 37 3.2.1.8 The difficulties in using language games in class…………………… ………… 37 3.2.1.9 The advantages of using language games in lessons…………………… ……….38 3.2.1.10 The time when language games are used in class and how long it takes………….39 3.2.1.11 The works of teachers before introducing language games to students………… 41 3.2.2 Data collection and analysis of the findings from student questionnaire survey ….42 3.2.2.1 Background of the students involved in the survey……………………………….42 3.2.2.2 The exposure of students towards language games………………………….……44 3.2.2.3 The advantages of using language games on students…………………………….45 3.2.2.4 The attitudes and feelings of students towards language games………………… 48 3.2.2.5 The time when language games can be played………………………………… 54 3.2.2.6 The information about how often teachers use visual aids……………………… 55 3.2.2.7 The number of using language games in class………………………………….…55 3.2.2.8 The types of language games students like best………………………………… 56 3.2.2.9 The opinions of students about what their teachers should in class………… 57 3.2.2.10 The importance of using language games in learning speaking skills on students 57 3.2.3 Analysis of the findings from class observation…………………………….……… 58 3.2.3.1 Class observation reports…………………………………………… … ………58 3.2.3.1.1 Class observation report 1…………………………………………………….… 59 3.2.3.1.2 Class observation report 2…………………………………………………………59 3.2.3.1.3 Class observation report 3…………………………………………………………60 3.2.3.2 The result of observation……………………………………………… ………….61 3.2.3.2.1 The first comparison between lessons in the same class………………………….61 3.2.3.2.2 The second comparison between classes with the same lesson………………… 62 3.3 Interpretation of findings…………………………………………………………….64 3.3.1 Some advantages of findings on the use of language games…………………………64 3.3.2 Some obstacles and difficulties………………………………………………….……65 v Chapter 4: CONCLUSION AND RECOMMENDATIONS 4.1 Conclusion of the study…………………………………………….…………………….67 4.2 Recommendations………………………………………………………………… ……68 4.2.1 4.2.2 4.2.3 Some suggestions for language teachers at College Sciences……………………… 68 Hints and suggestions for using language games on teaching speaking skills……… 72 Some suggestions of using visual aids effectively……………………………………74 References ………………………………………………………………………… …… 76 Appendix I…………………………………………………………………… ……….78 Appendix II……………………………………………………………………… ………….80 Appendix III………………………………………………………………………… ………83 Appendix IV………………………………………………………………………………… 87 LIST OF FIGURES IN THE STUDY Figure Title Teachers’ exposure towards language games Teachers’ preference for teaching speaking through games Page 30 31 Ketnooi.com connecting e-citizen Purposes of using language games in teaching English The frequency of using language games Teachers’ perception on the effectiveness of using language games in 32 34 35 10 11 12 13 14 15 16 teaching English The importance of using language games in teaching speaking skills The difficulties in using language games in class The advantages of using language games in lessons Time spent in using language games The English learning experience of students Level of competence of students in speaking skills Students’ experience in playing language games The expectation of students from language games Attitudes of students towards language games Feelings of students towards language games Students’ perception on the effectiveness of using language games in 36 38 39 40 42 43 45 47 49 50 52 17 18 19 20 21 teaching English Students’ opinions about learning English environment Students’ preference towards the studying atmosphere in class Using visual aids of teachers from students’ point of views Students’ opinions about the number of games used in class Students’ attitude towards the roles of language games 53 55 56 57 59 LIST OF TABLES IN THE STUDY Table Title The use of language games in some aspects of English The attitudes and feelings of students towards language games from teachers’ point of views Time when language games are used in class Some teachers’ activities before introducing language games The exposure of students towards language games The purposes of language games from students’ point of views Page 33 37 40 41 44 46 vii Students’ opinions about the effective use of language games for 48 English subject Students’ preferred activities on game-playing stage students’ opinions about the frequency of language games used by 51 52 10 11 12 13 14 teachers Factors preventing students from speaking English Kind of lesson that students like best Time when students like playing language games Some types of language games being enjoyed more by the students The opinions of students about what their teachers should in class 53 54 55 57 58 CHAPTER ONE INTRODUCTION 1.1 STATEMENT OF THE PROBLEM AND RATIONALE FOR THE STUDY As globalization, mobility and communications are bringing the world ever close together, it is increasingly necessary for people to know other languages apart from their mother tongue Indeed, knowing foreign languages nowadays is of great importance because it helps bridge the gap among cultures, increases global understanding, and offers more opportunities for not only individuals but also national socio-economic development, as Officials at Ministry of Education in Eritrea quoted a village elder who said: “If I speak only one language, I can help my country as one man, If I can use two languages, I can help as two men, But if I can use all nine languages, then I can work as nine men” (Jasone Cenoz and Fred Genesee (1998:259, chapter 12)) Ketnooi.com connecting e-citizen Among languages, English as a Foreign Language (EFL) teaching, has experienced significant changes over the last 30 years One of the most radical changes in the field is the shift from a behavioral focus on second language teachers and the kinds of inputs they provide to a focus on learners and how learners process the input they receive English is considered as the dominant international language in communications, science, business, aviation, entertainment, radio, diplomacy and so on It is used for so many things from in- and external academic conferences to news reports and popular music lyrics It is used not only for communication between native speakers and non-native speakers of English but also for communication between non-native speakers In Vietnam, English has also become a popular language, especially since our government began the open-door policy This new policy has created good chances for foreigners to invest in Vietnam Thus, the need of using English as the first foreign language in our national study, work and business has been extremely important Those are the reasons why English has been widely taught and learnt in Vietnam and also around the world today To satisfy the essential demand today, English has been taught as one of the compulsory subjects in the curricula of schools and universities in the whole country Many programs in schools or a large number of courses outside them are opened to serve the different purposes with different levels of learners It comes as no surprise that some improvements of course designs as well as methods and methodologies that Ministry of Education and Training set forth have brought a nation-wide positive movement in teaching and learning English in recent years As we see, a few years ago, the grammatical and structural methods were widely used Teachers played important roles in imparting English knowledge to learners In turn, students had no more chances to fully develop their four skills but just sought for mastering the structural and grammatical rules of English This made the studying atmosphere in classroom become more boring and tenser However, some recent changes in language teaching have shown that organizing activities or creating English environment in classroom have helped learners to have intrinsic motivation Moreover, boredom and tiredness have been driven away by the fun during the lessons Among new methods of teaching and learning English, language games can bring us ix satisfactory results Language games are really funny and potential tools for teachers to help their students enrich their knowledge the best Language games and activities provide students an opportunity for real communication, and, although there are some artificial limits, they help to link the classroom with the real world Language games are seen as a chance that students have to learn or reinforce their knowledge about a foreign language Moreover, language games give practice in all the skills (listening, speaking, writing and reading) and in all the stages of teaching and learning that occur in a lesson (introduction, repetition, etc.) But one of the main reasons to use them in foreign language lessons is that they are very enjoyable for both teacher and students Games and activities in a foreign language lesson are very successful due to the fact that the process of learning becomes more active, encouraging students and involving them in the class to sustain their interest and work, and, therefore, making retention to improve enormously Realizing the important roles of language games in teaching English is the reason for our choice The second reason is, throughout my study, to find out how we can reach the goal of efficiency of applying language games in teaching and learning English at university, particularly at College of Sciences, Thai Nguyen University because, in fact, language games have not widely used in teaching and learning English here yet One of the reasons for this situation is that language games have some problems in themselves However, some teachers of English have already used games successfully and others have not The final and the most important reason for our choice derives from the problems of teaching and learning English, especially teaching speaking skills to the non-major students in university We really want to examine how much language games are used in teaching English in general and teaching speaking skills in particular The contradiction between the purpose and the fact of English teaching and learning for non-major students in universities has caused a lot of arguments So what to do? Basically, the non-major students’ main English course book is “New Headway” with three levels: elementary, pre-intermediate and intermediate In the preface of the course book, the authors say the book is intended for the development of Ketnooi.com connecting e-citizen student's four language skills: listening, speaking, reading, and writing And they say the textbook will provide them with certain vocabulary, knowledge of the country, people, lifestyle, culture of the British-American people so that the students can communicate every day Therefore, developing the speaking skills is really an important goal Anyway, the present teaching and learning English still lay much emphasis on the ability to use grammar, vocabulary, sentence patterns correctly but not on the ability to communicate appropriately and effectively Consequently, their speaking skills are as not good as expected, if we not want to say that very little English is used in their communication through lessons Therefore, to improve the speaking skills of the non-English major students by communicative language games in classroom is my burning interest My desire is that this study will make the language games easier, more useful and more effective 1.2 OBJECTIVES OF THE STUDY My objective in conducting this research is to investigate some main issues The primary goal is to discover the present language game use in teaching speaking skills to the first year nonmajor students of English at College of Sciences, Thai Nguyen University The second one is to know the opinions of both teachers and students about language games Finally, I want to suggest some solutions to teachers of English in improving the quality and effectiveness of teaching speaking skills by using language games based on the findings from the surveys 1.3 SCOPE OF THE STUDY The study only focuses on dealing with how to improve the effectiveness of teaching speaking skills by using language games, not any other stimulating activities Next, because of the limitation of time as well as the length of the study, the author intends to investigate in a small range, just among the first year non-major English EFL students at College of Science, Thai Nguyen University, mainly through questionnaires and classroom observation Therefore, it is believed that further research to fulfill this gap is necessary At last, the study is not a Ketnooi.com connecting e-citizen 17 Carrier, M (1980) “Games and Activities for the Language Teachers” Thomas Nelson and Sons Ltd 18 Guthrie, J.T., & Wigfield, A (2000) Engagement and motivation in reading In M.L Kamil, P.B Mosenthal, P.D Pearson, & R Barr (Eds.), “Handbook of reading research: Volume III” (pp 403-422) New York: Erlbaum 19 Burns, R B (1999) “Quantitative and Qualitative Collaborative Action Research for English language teachers” Cambridge: Cambridge University Press 20 Verma, G K & Mallick, K (1999) “Researching Education: Perspectives and Techniques” Falmer Press 21 Brown, J D (2001) “Using Surveys in Language Programs” Cambridge, UK: Cambridge University Press 22 Clark, C Abt (1970) “Serious Games” New York: Viking Press Appendix I QUESTIONNAIRE FOR TEACHERS This survey questionnaire is designed for my study on “using language games in English speaking skills for the first year non-major students at Thai Nguyen University, College of Sciences” Your assistance in fulfilling the following items is greatly appreciated and important You can be confident that you will not be identified in any discussion of the data Please circle or answer where appropriate lxxv Have you ever used language games in your teaching process? a, yes b, no Do you like teaching speaking skills through games? a, yes b, no What are the purposes of using language games in your teaching process? a, relaxing c, relaxing and learning b, learning d, time filling in Which aspect of English you use language games to teach most? a, listening skills f, spelling b, speaking skills g, new grammar-structure c, reading skills h, new vocabulary items d, writing skills i, revising the previous lessons e, integrated skills j, pronunciation How often you use language games? a, usually b, sometimes c, rarely d, never What you think about the use of language games in teaching speaking skills? a, very effective b, effective c, ineffective d, neutral How you think of language games in the process of teaching speaking skills? a, very important b, important c, unimportant d, neutral Do your students like playing language games? a, yes, very much b, yes, but not much c, no, not at all What difficulties you cope with when using language games in your class? a, too many students b, seize of class c, much noise d, mixed-ability of students e, others (please write down ) 10 What are benefits of using language games in your lessons? a, creating high motivation towards learning English of students b, promoting the co-operation and competition among students c, improving the ability of students in communication, especially speaking skills d, others (please write down… ) 11 When you use language games in your class? a, at the beginning of the lesson b, at the middle of the lesson c, at the end of the lesson d, whenever during the lesson Ketnooi.com connecting e-citizen 12 What you often before introducing games to your students? a, explaining to the students how to play the games b, organizing the class c, preparing the games carefully d, all of the above 13 How long does it take you to apply language games in the class? a, about minutes b, about 10 minutes c, over 10 minutes 14 If you have a pack of games, will you use it in your class? a, yes b, no 15 If your answer is “no” for the question number 14, why? a, it takes a lot of time to play b, you have to prepare the game carefully c, you are afraid of being blamed lazy d, the game makes the class too noisy Thank you for your cooperation!!! Appendix II QUESTIONNAIRE FOR THE FIRST YEAR-NON ENGLISH MAJOR STUDENTS You are………… a, male You are at the age of…… a, 18-19 b, 20-21 c, 22-23 b, female d, other (write down………….) How many years you experienced English? a, 1-3 years b, 4-6 years c, 7-9 years d, 10-12 years Your speaking English is at which level? a, excellent b, good c, normal d, low Do you know language games (which are used in teaching and learning English through each lesson) ? a, yes b, no Have you ever participated in English language games? a, yes b, no What can language games help you to do? a, relaxing b, learning c, both relaxing and learning Do you like to play language games? d, nothing lxxvii a, yes, very much b, yes, but not much c, no, not at all What benefit you get from language games? a, chance to work in pairs or in groups b, chance to obtain knowledge with pleasure c, chance to practice English more d, chance to practice English more, especially speaking skills e, chance to play freely without learning f, others (please write down…) 10 How you feel while playing language games? a, very comfortable c, uncomfortable and shy b, comfortable d, others (please write down…) 11 When you like to play language games in your class? a, at the beginning of the lesson b, in the middle of the lesson c, at the end of the lesson d, whenever during the lesson 12 What you often while playing language games? a, discuss into groups or pairs to complete requirements of the games b, work with your friends and only answer questions of the games when the teacher asks c, talk about anything unrelated to the games with classmates d, nothing and watch other players playing the games e, others (please write down…) 13 Do you think that language games have been improving your using English? a, yes, very much b, yes, not much c, no, nothing changes 14 Which aspect of English you feel that language games can support the most useful? a, listening skills f, spelling b, speaking skills g, new grammar-structure c, reading skills h, new vocabulary items d, writing skills j, revising the previous lessons e, integrated skills 15 When introducing the games, does your teacher use visual materials? If yes, how often? a, yes, usually b, yes, but sometimes bb c, yes, but rarely d, never Ketnooi.com connecting e-citizen 16 What you think about the number of language games used in your class? a, many b, enough c, too few d, others (write down) 17 In your opinion, should teachers use language games in teaching activities? a, yes b, no c, sometimes 18 “To learn English well, you need a communicative and practical environment than just learning alone”? a, agree b, disagree 19 You tend to be afraid of speaking English because: a, you don’t have a good environment b, you are not interested in speaking English c, your expression is not good (although your vocabulary and grammar are fair) d, your knowledge is still limited 20 Which language games you like best? (choose three) a, listening to English songs d, grammar b, speaking e, vocabulary c, writing f, pronunciation 21 What kind of English lesson you like most? a, following the order in the textbook b, having new words and structures c, using a lot of visual aids d, using language games 22 The atmosphere of studying English in the class should be: a, ebullient and discussible b, serious and silent 23 What should your teacher do? a, let students work in pairs or groups b, ask students to sit seriously and exercise orderly c, let students talk in English lxxix d, combine learning and playing English games for relaxing 24 The role of language games in promoting students’ process of learning speaking English skills? a, very important b, important c, no role d , other ideas Thank you for your cooperation!!! Appendix III CÂU HỎI ĐIỀU TRA Để giúp chúng tơi có đầy đủ tài liệu sinh động xác thực cho việc làm nghiên cứu khoa học, mong nhận giúp đỡ bạn thơng qua việc khoanh trịn thơng tin mà theo bạn phù hợp nhất: Bạn ? a, Nam b, Nữ Bạn thuộc độ tuổi nào? a, 18-19 b, 20-21 c, 22-23 d, ý kiến khác………… Bạn có năm kinh nghiệm học Tiếng Anh? a, 12 năm b, năm c, năm d, ý kiến khác………… Bạn nói Tiếng Anh nào? a, thành thạo b, c, trung bình d, yếu Bạn có biết trị chơi ngơn ngữ (language games) khơng? (Đó trị chơi sử dụng việc dạy học Tiếng Anh qua học) a, Có b, Khơng Bạn tham gia trị chơi Tiếng Anh chưa? a, Có b, Khơng Ketnooi.com connecting e-citizen Theo ban, sử dụng trò chơi q trình dạy học nói Tiếng Anh giúp bạn: a, thư giãn, giải trí b, học c, học giải trí d, chẳng Bạn có thích chơi trị chơi Tiếng Anh khơng? a, có, nhiều b, có, khơng nhiều c, khơng Những lợi ích mà bạn đạt từ trò chơi Tiếng Anh? a, hội để làm việc theo cặp theo nhóm b, hội để thu nhận kiến thức với giải trí c, hội để thực hành Tiếng Anh nhiều d, hội để thực hành Tiếng Anh nhiều hơn, đặc biệt kỹ nói e, hội để chơi tự mà học f, ý kiến khác……………………………………………………………… 10 Bạn cảm thấy chơi trò chơi Tiếng Anh? a, thoải mái b, thoải mái c, không thoải mái xấu hổ d, ý kiến khác…………………………… 11 Theo ban, bạn thích chơi trị chơi Tiếng Anh lớp? a, lúc bắt đầu học c, cuối học b, học d, suốt học 12 Bạn thường làm chơi trị chơi Tiếng Anh? a, thảo luận theo nhóm theo cặp để hồn thành yêu cầu trò chơi b, làm việc với bạn trả lời câu hỏi giáo viên hỏi c, nói chuyện với bạn lớp thứ khơng liên quan tới trị chơi d, chẳng làm nhìn bạn khác chơi e, ý kiến khác……………………………………………………………………… 13 Theo bạn, trò chơi ngơn ngữ có giúp bạn cải thiện Tiếng Anh khơng? a, có, nhiều b, có, khơng nhiều c, khơng, chẳng thay đổi 14 Bạn cảm thấy trị chơi ngơn ngữ hỗ trợ mặt hiệu nhất? a, kỹ nghe b, kỹ nói f, cách viết từ g, cấu trúc ngữ pháp lxxxi c, kỹ đọc d, kỹ viết e, phối hợp kỹ h, từ vựng j, ơn cũ 15 Khi giới thiệu trị chơi, giáo viên bạn có thường sử dụng hỗ trợ khác (hình ảnh, tranh, bảng….) khơng? Nếu có, việc sử dụng có thường xun khơng? a, có, thường xun c, có, b, có, d, không 16 Theo bạn, số lượng trị chơi ngơn ngữ sử dụng lớp a, nhiều b, đủ c, d, ý kiến khác…………… 17 Theo bạn, giáo viên có nên thường xuyên sử dụng trò chơi Tiếng Anh học khơng? a, có b, khơng c, 18 Để học Tiếng Anh tốt, bạn cần môi trường giao tiếp thực hành ngồi a, tán thành b, không tán thành 19 Bạn ngại nói Tiếng Anh a, bạn khơng có mơi trường phù hợp b, khơng có hứng thú c, khả diễn đạt chưa tốt (dù vốn từ vựng ngữ pháp tương đối) d, vốn kiến thức hạn chế 20 Loại trị chơi Tiếng Anh bạn thích (chọn 3)? a, nghe hát Tiếng Anh b, nói c, viết d, ngữ pháp e, từ vựng f, ngữ âm 21 Bạn có hứng thú tiếp thu loại giảng Tiếng Anh nhất? Ketnooi.com connecting e-citizen a, theo thứ tự xếp giáo trình b, có nhiều kiến thức lạ ngữ pháp từ vựng c, có nhiều hình ảnh minh họa d, có kèm trị chơi ngơn ngữ 22 Khơng khí học tập Tiếng Anh lớp nên a, sôi nổi, thảo luận b, nghiêm túc, trật tự 23 Giáo viên bạn nên làm lớp? a, cho sinh viên luyện tập thành cặp theo nhóm b, bắt sinh viên ngồi trật tự làm c, cho phép sinh viên nói chuyện phải sử dụng Tiếng Anh d, giúp sinh viên vừa học vừa thư giãn thong qua trò chơi Tiếng Anh 24 Theo bạn, vai trị trị chơi ngơn ngữ q trình hỗ trợ học nói Tiếng Anh nào? a, quan trọng b, quan trọng c, khơng có vai trị Cảm ơn hợp tác bạn! d, ý kiến khác……… lxxxiii Ketnooi.com connecting e-citizen