Power of Online Games in Enriching EFL Learners’ Vocabulary Knowledge

Document Type : Original Article

Authors

1 Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran

2 Department of English Language and Translation Studies, Chabahar Marine and Maritime University, Iran

10.22034/ijltr.2022.155463

Abstract

Online games have been proved to be influential in escalating the learning rate of language. Many facets of language were investigated in the light of online games, but the vocabulary was not considered enough at different proficiency levels. Therefore, the present study aimed at inspecting the impact of online games on young EFL learners’ vocabulary enhancement. For this purpose, following a true experimental design, a sample of eighty male and female learners took part in the study. They were divided into two control and experimental groups randomly. They were homogenized using OPT test. Then, they were pre-tested using an online vocabulary test. Later, the control group was taught using traditional methods of text-book and writing and the experimental group was treated using BINGO online game. Subsequently, the groups were post-tested through another online vocabulary test. Scores were entered into SPSS and the descriptive statistics were calculated and t-tests were run. The results revealed that the experimental group outperformed the control group in mastering specified vocabulary items, and there was a considerable difference between the two groups. The study has implications for teachers, curriculum designers, and students.

Keywords

Article Title [فارسی]

قدرت بازی های آنلاین در غنی سازی دانش واژگان زبان آموزان زبان انگلیسی

Abstract [فارسی]

ثابت شده است که بازی های آنلاین در افزایش نرخ یادگیری زبان تاثیرگذار هستند. بسیاری از جنبه های زبان در پرتو بازی های آنلاین مورد بررسی قرار گرفته، اما واژگان به اندازه کافی در سطوح مختلف مهارت در نظر گرفته نشده است. بنابراین، مطالعه حاضر با هدف بررسی تاثیر بازی های آنلاین بر تقویت واژگان زبان آموزان جوان زبان انگلیسی انجام شد. بدین منظور، در پی یک طرح آزمایشی واقعی، نمونه ای متشکل از هشتاد دانش آموز دختر و پسر در پژوهش شرکت کردند. به طور تصادفی به دو گروه کنترل و آزمایش تقسیم شدند. با استفاده از آزمون OPT همگن شدند. سپس، با استفاده از آزمون آنلاین واژگان، از قبل مورد آزمایش قرار گرفتند. سپس گروه گواه با استفاده از روش های سنتی کتاب درسی و نگارش و گروه آزمایش با استفاده از بازی آنلاین BINGO تحت آموزش قرار گرفتند. پس از آن، گروه ها از طریق یک آزمون آنلاین واژگان دیگر پس آزمون قرار گرفتند. نمرات وارد نرم افزار SPSS شده و آمار توصیفی محاسبه و آزمون t اجرا شد. نتایج نشان داد که گروه آزمایش در تسلط بر واژگان مشخص شده از گروه کنترل بهتر عمل کرد و بین دو گروه تفاوت قابل توجهی وجود داشت. این مطالعه پیامدهایی برای معلمان، طراحان برنامه درسی و دانش آموزان دارد.
 
 
 

Keywords [فارسی]

  • تقویت واژگان
  • بازی آنلاین
  • یادگیری زبان
Adams, D. C., & Collyer, M. L. (2018). Phylogenetic ANOVA: Group‐clade aggregation, biological challenges, and a refined permutation procedure. Evolution72(6), 1204-1215.
Afzal, S., & Masroor, I. (2019). Flipped classroom model for teaching undergraduate students in radiology. J Coll Physicians Surg Pak29(11), 1083-1086.
Alamri, K., & Rogers, V. (2018). The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words. The Language Learning Journal46(5), 622-633.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International journal of teaching and education3(3), 21-34.
Alzaza, N. S., & Yaakub, A. R. (2012). Proposed Research Model for Students ’ Acceptance of M-learning Services among Malaysian Higher Education. In Knowledge Management International Conference (KMICe) 2012 (pp. 4–6). Available at https://scholar.google.com/scholar?cites=10313473491545999750&as_sdt=2005&sciodt=0,5&hl=en
Apriyanti, N., Razak, R. A., Rahim, S. S. A., Shaharom, M. S. N., & Baharuldin, Z. (2020). Infographic instructional media as a solution and innovation in physics learning for senior high school students in Indonesia. International Journal of Information and Education Technology10(10), 773-780.
Ara, S. (2009). Use of songs, rhymes, and games in teaching English to young learners in Bangladesh. Dhaka University Journal of Linguistics2(3), 161-172.
Bagga-Gupta, S. (2022). RE-. Vocabularies we live by in the Language and Educational Sciences. In The Languaging of Higher Education in the Global South (pp. 61-84). Routledge.
Carraro, K., & Trinder, R. (2021). Technology in formal and informal learning environments: Student perspectives. Global Journal of Foreign Language Teaching11(1), 39-50.
Castillo-Cuesta, L. (2020). Using digital games for enhancing EFL grammar and vocabulary in higher education. International Journal of Emerging Technologies in Learning (iJET)15(20), 116-129.
Chang, C. W., & Hsu, C. P. (2022). How to generate customer and firm benefits through online game product and brand community engagement–online and offline perspectives. Journal of Product & Brand Management, (ahead-of-print). Available at https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=&btnG=
Chapman, J. R., & Rich, P. J. (2018). Does educational gamification improve students’ motivation? If so, which game elements work best? Journal of Education for Business93(7), 315-322.
Chatterjee, S. (2020). The dark side of online social games (OSG) using the Facebook platform: effect of age, gender, and identity as moderators. Information Technology & People, 39 (3), 706-733.
Chong, J. & Kee, L. L. (2019). Using vocabulary journals to improve vocabulary learning among primary school pupils in Malaysia. Journal of English Education. 4(2),108–120.
Confos, N., & Davis, T. (2016). Young consumer-brand relationship building potential using digital marketing. European Journal of Marketing, 50(11), 1993–2017.
Davies, J. (2012). Facework on Facebook as a new literacy practice. Computers & Education59(1), 19-29.
Davis, A. J., Parker, H. M., & Gallagher, R. (2021). Gamified applications for secondary prevention in patients with high cardiovascular disease risk: A systematic review of effectiveness and acceptability. Journal of Clinical Nursing30(19-20), 3001-3010.
Davis, T. N., Barnard-Brak, L., & Arredondo, P. L. (2013). Assistive technology: Decision-making practices in public schools. Rural Special Education Quarterly32(4), 15-23.
Derakhshan, A., & Khatir, E. D. (2015). The effects of using games on English vocabulary learning. Journal of Applied Linguistics and Language Research2(3), 39-47.
Doris, F.D.; Shukor, N.S.A. Vocabulary learning through mobile apps: A phenomenological inquiry of student acceptance and desired apps features. iJIM, 13, 129–140.
Dörnyei, Z. (2007). Research methods in applied linguistics. Longman.
Febriani, S. R., Widayanti, R., Amrulloh, M. A., & Mufidah, N. (2020). Arabic learning for elementary school during COVID-19 emergency in Indonesia. OKARA: Jurnal Bahasa dan Sastra14(1), 67-80.
Freeman, R. B. (1986). Demand for education. Handbook of labor economics. Longman.
Gangaiamaran, R., & Pasupathi, M. (2017). Review on the use of mobile apps for language learning. International Journal of Applied Engineering Research12(21), 11242-11251.
Gee, J. P. (2005). Pleasure, learning, video games, and the life: The projective stance. E-Learning and Digital Media2(3), 211-223.
Graves, M. F. (2016). The vocabulary book: Learning and instruction. Teachers College Press.
Haryana, M. R. A., Warsono, S., Achjari, D., & Nahartyo, E. (2022). Virtual reality learning media with innovative learning materials to enhance individual learning outcomes based on cognitive load theory. The International Journal of Management Education20(3), 100657.
Hasin, I., & Nasir, M. K. M. (2021). The effectiveness of the use of information and communication technology (ICT) in rural secondary schools in Malaysia. Journal of Education and e-Learning Research8(1), 59-64.
Hasram, S., Nasir, M. K. M., Mohamad, M., Daud, M. Y., Abd Rahman, M. J., & Mohammad, W. M. R. W. (2021). The effects of word wall online games (Wow) on English language vocabulary learning among year 5 pupils. Theory and Practice in Language Studies11(9), 1059-1066.
Ibrahim, R., Yusoff, R. C. M., Mohamed-Omar, H., & Jaafar, A. (2011). Students’ perceptions of using educational games to learn introductory programming. Computer and Information Science4(1), 205.
Kessler, G. (2018). Technology and the future of language teaching. Foreign language annals51(1), 205-218.
Klimova, B. (2019). Impact of mobile learning on students’ achievement results. Education Sciences9(2), 90-99.
Kumi-Yeboah, A., Dogbey, J., & Yuan, G. (2017). Online collaborative learning activities: The perspectives of minority graduate students. Online Learning Journal21(4), 5-28.
Laamarti, F., Eid, M., & El Saddik, A. (2014). An overview of serious games. International Journal of Computer Games Technology. Available at http://www.hindawi.com/journals/ijcgt/2014/358152/.
Mahzum, E., Farhan, A., & Ramadhani, E. (2020). The use of social media Instagram as instructional media for physics toward student’s learning motivation. Asian Journal of Science Education2(1), 48-55.
Nasir, N. I. S. (2020). Teaching for equity: Where developmental needs meet racialized structures. Applied Developmental Science24(2), 146-150.
Nejati, E., Jahangiri, A., & Salehi, M. R. (2018). The effect of using computer-assisted language learning (CALL) on Iranian EFL Learners' vocabulary learning: An experimental study. Cypriot Journal of Educational Sciences13(2), 351-362.
Ortiz-Martínez, E., Santos-Jaén, J. M., & Palacios-Manzano, M. (2022). Games in the classroom? Analysis of their effects on financial accounting marks in higher education. The International Journal of Management Education20(1), 100584.
Pajarillo-Aquino, I. (2019). The effect of online games on the academic performance of the students in the college of teacher education. International Journal of Advanced Research in Management and Social Sciences8(3), 74-86.
Peña, J., & Chen, M. (2017). Playing with power: Power poses affect enjoyment, presence, controller responsiveness, and arousal when playing natural motion-controlled video games. Computers in Human Behavior71, 428-435.
Pink, S., Ferguson, H., & Kelly, L. (2022). Digital social work: Conceptualising a hybrid anticipatory practice. Qualitative Social Work21(2), 413-430.
Putri, E. (2022). An impact of the use of the Instagram application on students’ vocabulary. Pustakailmu. id2(2), 1-10.
Raw, S. D. M., & Ismail, H. H. (2021). Tracing Effectiveness and Challenges in Using Online Tools to Enhance Vocabulary Language Learning: A Review. International Journal of Academic Research in Progressive Education and Development10, 938-952.
Shamsiddinovna, I. D. (2022). Modern Methods of Teaching English in Construction Institution. European Journal of Life Safety and Stability (2660-9630)14, 82-86.
Sidek, H. M., & Rahim, H. A. (2015). The role of vocabulary knowledge in reading comprehension: A cross-linguistic study. Procedia-Social and Behavioral Sciences197, 50-56.
Solhi Andarab, M. (2019). Learning Vocabulary through Collocating on Quizlet. Online Submission7(4), 980-985.
Sørensen, B.H. & Audon, L. (2004). New ways of learning and Spaces – digital media in the knowledge society. Danmarks Pædagogiske University
Sørensen, B.H., & Meyer, B. (2007). Serious Games in language learning and teaching – a theoretical perspective. Available at www.digra.org/dl/db/07312.23426.
Stockwell, G. (2014). Exploring theory in computer-assisted language learning. In Alternative pedagogies in the English language & communication classroom: Selected papers from the Fourth CELC Symposium for English Language Teachers (pp. 25-30).
Tanaka, K. (2017). Time series analysis: nonstationary and noninvertible distribution theory (Vol. 4). John Wiley & Sons.
Temban, M. M., Hua, T. K., & Said, N. E. M. (2021). Exploring informal learning opportunities via youtube kids among children during COVID-19. Academic Journal of Interdisciplinary Studies10(3), 272-272.
Thai, K. P., Bang, H. J., & Li, L. (2022). Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial. Journal of Research on Educational Effectiveness15(1), 28-51.
Uppal, M. A., Ali, S., Zahid, Z., & Basir, M. (2020). Factors determining student’s perception towards mobile learning: An empirical study of Pakistan’s higher education. Pakistan Journal of Distance and Online Learning5(2).
Wang, Y. J., Shang, H. F., & Briody, P. (2011). Investigating the impact of using games in teaching children English. International journal of learning and development1(1), 127-141.
Warschauer, M. & Kern, R. (2000). Network-based Language Teaching: Concepts and Practice. UP.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language teaching31(2), 57-71.
Winarto, W., Syahid, A., & Saguni, F. (2020). Effectiveness of the use of audiovisual media in teaching Islamic religious education. International Journal of Contemporary Islamic Education2(1), 81-107.
Wu, W. C. V., Yen, L. L., & Marek, M. (2011). Using online EFL interaction to increase confidence, motivation, and ability. Journal of Educational Technology & Society14(3), 118-129.
Yamaguchi, H., Maki, Y., & Takahashi, K. (2011). Rehabilitation for dementia using enjoyable video sports games. International psychogeriatrics23(4), 674-676.
Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational media international43(3), 233-249.
Yolageldili, G., & Arikan, A. (2011). Effectiveness of using games in teaching grammar to young learners. Online Submission10(1), 219-229.
Zakaria, M. I., Maat, S. M., & Khalid, F. (2019). A systematic review of problem-based learning in education. Creative Education10(12), 2671.
 
 
  • Receive Date: 02 March 2022
  • Revise Date: 11 May 2022
  • Accept Date: 17 June 2022
  • First Publish Date: 01 August 2022