A study on the effect of adding L1 glosses in the subtitle of an adventure game for vocabulary learning

Hsu, Hsiao Ling; Chen, Zhi Hong

doi:10.1080/10494820.2020.1863233

Cited by 13 publications

(5 citation statements)

References 43 publications

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“…Yamazaki (2018) also maintained CGBLL could enhance learners’ incidental vocabulary acquisition and contextualized communicative competence. Besides, learners could also benefit from using CGBLL, because it could provide rich multimodal resources (e.g., Chen et al, 2023; Liang, 2012), promote interaction and collaboration (e.g., Chen, 2016; Tai & Chen, 2022), facilitate knowledge transfer (e.g., Dickey, 2011; Franciosi, 2017), cultivate autonomy and self-regulation (e.g., Chen & Hsu, 2020; Fu et al, 2019), and improve creativity and reasoning skills (e.g., Fu et al, 2019; Lee, 2019), among others.…”

Section: Resultsmentioning

confidence: 99%

“…As Lan and colleagues (2018) put it, CGBLL utilizes digital games as a platform to facilitate learners’ meaningful L2 learning by experiencing authentic contexts, for example, virtual L2 communities, 3D virtual context, Augmented Reality (AR), and Virtual Reality (VR), etc. By providing L2 game contexts that simulate the application of knowledge and skills in real life, such as in campus, local community, and business trip (e.g., Chen et al, 2023; Lee, 2020), CGBLL can facilitate L2 learning that is “largely context-dependent, context-sensitive, and closely bound to the situation in which it is used” (Lee, 2022, p. 298), and provide learners with context-dependent learning materials and connect them with real-world contexts by detecting their locations and the objects surrounding them (Giannakas et al, 2018; Lee, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Contextualized Game-Based Language Learning: Retrospect and Prospect

Yang,

2023

Journal of Educational Computing Research

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While studies of contextualized game-based language learning (CGBLL) have to date gained a growing scholarly interest, there is still a lack of systematic review synthesizing its research trends regarding theoretical foundations, learning contexts, research foci and findings. To address the gap, this study collected data from the Web of Science (WoS) and reviewed a total of 82 Social Science Citation Index (SSCI) articles pertaining to CGBLL based on the proposed inclusion and exclusion criteria. The results revealed that most CGBLL studies were based on social frameworks, including situated learning and socio-cultural theory. Most learning activities were carried out in a local community. Language skills and learner perceptions were the two main research foci. The results also revealed that CGBLL not only improved students’ language performance and perceptions, but also promoted interaction and collaboration, knowledge transfer, autonomy and self-regulation, and higher-order thinking skills. In addition, technical issues, high cognitive load, difficult game tasks, the lack of user guide and explicit game instruction were the major challenges. Based on the results, implications have been made for teachers, designers, and researchers.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Contextualized Game-Based Language Learning: Retrospect and Prospect

Yang,

2023

Journal of Educational Computing Research

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“…Previous studies [9,15,36] have found that games can help learners learn and recall material better by "maintaining students' excitement," "creating a comfortable environment," "promoting team learning and collaborative skills," and thus "help learners learn and recall material better. "…”

Section: Discussionmentioning

confidence: 99%

Using Word Games to Improve Vocabulary Retention in Middle School EFL Classes

Vu¹,

Linh²,

Lien³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Vocabulary learning is one of the most challenging aspects of learning a foreign language, especially vocabulary retention at the beginner level. There are currently a number of lexical instruction strategies available, but their use in the Vietnamese EFL context is still limited. Therefore, the appropriateness and efficacy of incorporating word games into English lexical instruction at a middle school in South Vietnam were investigated in this report. Mixed method research was conducted on two classes in grade 7 for eight weeks in order to measure the efficacy of using games in the selected school. Two classes (experimental and control) with 64 students whose English proficiency is more or less the same based on preliminary test scores learned the same vocabulary lessons-the formerly used games to learn vocabulary, while the latter used the conventional approach. Pretests, posttests, questionnaires, and interviews were used to collect the data. The experimental group's increase in vocabulary retention was statistically better than the other in the post-test findings after eight weeks of treatment. Furthermore, qualitative analysis revealed that the experimental group participants found word games to be inspiring, fun, and efficient. This paper concludes that using games to teach vocabulary has proven to be a viable method for English teaching and learning in middle school EFL classes. Learners had more chances to be exposed to the target language in a fun and comfortable learning atmosphere by playing word games and improved their ability to acquire and maintain vocabulary.

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“…Pentingnya kosakata dalam proses pembelajaran Bahasa Inggris tidak dapat diabaikan. Kosakata yang kuat memungkinkan siswa untuk memahami konteks pembelajaran, membaca dan menulis dengan lebih baik, serta berkomunikasi secara efektif (Artawan, 2019;Chen, 2023;Dizon, 2021;Ebbels, 2022;Fung, 2021;Kose, 2018;Lee, 2019;Multazim, 2019;Ng, 2022;Syafrizal, 2019;Thalib, 2019;Tsai, 2018;Vadivel, 2019;Xodabande, 2022). Oleh karena itu, mencari metode yang dapat membantu siswa mengasimilasi kosakata dengan cara yang menarik dan efektif menjadi suatu keharusan.…”

Section: Pendahuluanunclassified

Pengaruh Metode Bernyanyi terhadap Penguasaan Kosakata Bahasa Inggris pada Siswa SD

Azzahra

2023

pgsd

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This research aims to evaluate the influence of the singing method on English vocabulary mastery in elementary school students. The research method employs an experimental approach with control and treatment groups. Students in the treatment group engage in vocabulary learning sessions through singing, while the control group follows a conventional approach. Data is collected through vocabulary tests before and after the intervention. The data analysis results show a significant improvement in vocabulary mastery in the treatment group compared to the control group. Singing method proves effective in enhancing students' learning motivation, strengthening vocabulary retention, and stimulating active engagement in English learning. These findings have positive implications for the development of teaching strategies focusing on creative and interactive elements, particularly in the context of language learning at the elementary school level.

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A study on the effect of adding L1 glosses in the subtitle of an adventure game for vocabulary learning

Cited by 13 publications

References 43 publications

Contextualized Game-Based Language Learning: Retrospect and Prospect

Contextualized Game-Based Language Learning: Retrospect and Prospect

Using Word Games to Improve Vocabulary Retention in Middle School EFL Classes

Pengaruh Metode Bernyanyi terhadap Penguasaan Kosakata Bahasa Inggris pada Siswa SD

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