Implementing and evaluating the impact of English vocabulary activities based on digital games


Özet Görüntüleme: 293 / PDF İndirme: 174

Yazarlar

DOI:

https://doi.org/10.26809/joa.2109

Anahtar Kelimeler:

Gamification- EFL- Vocabulary- ICT

Özet

Vocabulary acquisition is essential for English as a Foreign Language (EFL) students. This study explores how implementing activities based on digital games optimizes vocabulary learning in the EFL context. Twenty-four Ecuadorian EFL students with A2 English proficiency participated in this research. Vocabulary strategies, authentic and accurate tasks provided real-life context for meaningful communication using digital games such as Kahoot, Quizizz, Quizlet, and Duolingo. In this action research, pre and post-tests, observation checklists, semi structured interviews, and questionnaires were applied to gather information on the participants. The study findings showed that using these technological tools increased students’ vocabulary knowledge and motivation to participate in the classroom. Furthermore, this study analyzed pedagogical implications and suggestions based on students’ perceptions and opinions regarding applying digital games to increase student’s English vocabulary.

İndirmeler

İndirme verileri henüz mevcut değil.

Referanslar

ABDULMALIK, M. (2020). Investigation of vocabulary learning strategies to identify word meanings for Saudi EFL students in reading context. Arab World English Journal, 11(3), 1-21. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3705074

ALQAHTANI, M. (2015). The importance of vocabulary in language learning and how to be taught. International journal of teaching and education, 3(3), 21-34.

BAA, S. (2022). What considerations should the EFL/ESL teacher take into account when teaching vocabulary? Klasikal: Journal of Education, language teaching and Science, 4(1), 170-176. https://doi.org/10.52208/klasikal.v4i1.138

BAUMANN, J., KAME’ENUI, E., & ASH, G. (2003). Research on vocabulary instruction: Voltaire redux. Handbook of research on teaching the English language arts, 2(1), 752-785. 10.52950/TE.2015.3.3.002

BUENO-ALASTUEY, M. C., & Nemeth, K. (2022). Quizlet and podcasts: Effects on vocabulary acquisition. Computer Assisted Language Learning, 35(7), 1407-1436. https://doi.org/10.1080/09588221.2020.1802601

CAM, L., & TRAN, T. M. T. (2017). An evaluation of using games in teaching English grammar for first-year English-majored students at Dong Nai Technology University. International Journal of Learning, Teaching and Educational Research, 16(7), 55-71.

DERAKHSHAN, A., & KHATIR, E. D. (2015). The effects of using games on English vocabulary learning. Journal of Applied Linguistics and Language Research, 2(3), 39–47. http://jallr.com/index.php/JALLR/article/view/40/pdf_38

EBRAHIMZADEH, M., & ALAVI, S. (2016). Motivating EFL students: E-learning enjoyment as a predictor of vocabulary learning through digital video games. Cogent Education, 3(1), 1-14. https://doi.org/10.1080/2331186X.2016.1255400

FITHRIANI, R. (2021). The utilization of mobileassisted gamification for vocabulary learning: Its efficacy and perceived benefits.Computer Assisted Language Learning Electronic Journal, 22(3), 146-163. http://callej.org/journal/22-3/Fithriani2021.pdf

GARDNER, R. C., & LAMBERT, W. E. (1972). Attitudes and motivation in second-language learning. Institute of Education Sciences.

GAMLO, N. (2019). The impact of mobile game-based language learning apps on EFL learners’ motivation. English Language Teaching, 12(4), 49. https://doi.org/10.5539/elt.v12n4p49

GHALEBI, R., SADIGHI, F., & BAGHERI, M. S. (2020). Vocabulary learning strategies: A comparative study of EFL learners. Cogent Psychology, 7(1),1-12.https://doi.org/10.1080/23311908.2020.1824306

HUNT, A., & BEGLAR, D. (2005). A framework for developing EFL reading vocabulary.Reading in a foreign language, 17(1), 23-59. https://eric.ed.gov/?id=EJ689121

KHAN, R., RADZUAN, N., SHAHBAZ, M., IBRAHIM, A., & MUSTAFA, G. (2018). The role of vocabulary knowledge in speaking development of Saudi EFL learners. Arab World English Journal, 9(1), 406–418. https://doi.org/10.24093/awej/vol9no1.28

LIN, T. J., & LAN, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486-497. https://www.jstor.org/stable/jeductechsoci.18.4.486

MULIAWATI, I., & ISMAIL, N. M. (2017). Intricacies in vocabulary intake for EFL adult learners. STKIP Bina Bangsa Getsempena.

NATION, I. S. (2001). Learning vocabulary in another language. Cambridge University Press.

RASHID, M. H., LAN, Y., & HUI, W. (2022). The importance of vocabulary in teaching and learning in applied linguistics. Linguistics and Culture Review, 6(S2), 541-550. https://doi.org/10.21744/lingcure.v6nS2.2177

RIAHIPOUR, P., & SABA, Z. (2012). ESP vocabulary instruction: Investigating the effect of using a gameoriented teaching method for learners of English for nursing. Journal of Language Teaching & Research, 3(6). 1258-1266. doi:10.4304/jltr.3.6.1258-1266

SAILER, M., & HOMNER, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77-112. https://doi.org/10.1007/s10648-019-09498-w

SEVY, J., RECINO, U., & MUNOZ, C. (2020). Factors affecting English language teaching in public schools in Ecuador. International Journal of Learning, Teaching and Educational Research, 19(3), 276-294. https://doi.org/10.26803/ijlter.19.3.15

SHORTT, M., TILAK, S., KUZNETCOVA, I., MARTENS, B., & AKINKUOLIE, B. (2023). Gamification in mobile-assisted language learning: A systematic review of Duolingo literature from the public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517-554. https://doi.org/10.1080/09588221.2021.1933540

TAHIR, M., ALBAKRI, I., ADNAN, A., SHAQ, M., & SHAH, M. (2020). The application of visual vocabulary for ESL students’ vocabulary learning. Arab World English Journal, 11(2), 323-338. https://eric.ed.gov/?id=EJ1265901

ULUG’BEKOVNA, I. G. (2023). The importance of vocabulary in teaching English and methodical organization of teaching English vocabulary. World scientific research journal, 11(1), 111-115. http://wsrjournal.com/index.php/wsrj/article/view/2454

WANG, A. I., & TAHIR, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149(1), 1-20. https://doi.org/10.1016/j.compedu.2020.103818

WOODESON, K., LIMNA, P., & NGA-FA, N. (2023). Students’ Vocabulary Learning Difficulties and Teachers’ Strategies: A Qualitative Case Study of Ammartpanichnukul School, Krabi in Thailand. Advance Knowledge for Executives, 2(1), 1-9. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4393641

WOUTERS, P., VAN NIMWEGEN, C., VAN OOSTENDORP, H., & VAN DER SPEK, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of educational psychology, 105(2), 249-265. https://doi.org/10.1037/a003131

İndir

Yayınlanmış

2024-01-31

Nasıl Atıf Yapılır

Kuan , Y., Alvarez, C., Ruiz, L. C., & Santos, J. (2024). Implementing and evaluating the impact of English vocabulary activities based on digital games. JOURNAL OF AWARENESS, 9(1), 149–158. https://doi.org/10.26809/joa.2109

Sayı

Cilt 9 Sayı 1 (2024)

Bölüm

Araştırma Makaleleri

Lisans

Telif Hakkı (c) 2024 Holistence Publications

Creative Commons License

Bu çalışma Creative Commons Attribution 4.0 International License ile lisanslanmıştır.

Yazarlar, makale Journal of Awareness’de yayınlanmak üzere kabul edildiğinde.makalenin içeriğindeki tüm telif haklarını, Rating Academy Ar-Ge Yazılım Yayıncılık Eğitim Danışmanlık ve Organizasyon Ticaret Ltd. Şti’ne devrederler. Yazarlar, patent hakları gibi telif hakkı dışındaki tüm mülkiyet haklarını saklı tutar.

Bu makalede yazar olarak listelenen herkes çalışmaya önemli, doğrudan, entelektüel katkılar yapmış olmalı ve bunun için kamu sorumluluğu almalıdır.

Bu makale daha once yayınlanmamış ve başka dergilerde yayınlanmak üzere gönderilmemiştir.