An Investigation of EFL Learners’ Vocabulary Retention and Recall in a Technology-Based Instructional Environment: Focusing on Digital Games

Abstract

Using digital games in language learning is beneficial, but their effectiveness in the Bangladeshi EFL context has been overlooked. Therefore, the purpose of this research was to evaluate the impact of playing digital games on Bangladeshi EFL learners’ ability to remember and retain the language. The Oxford Quick Placement Test was given to 78 Bangladeshi English as foreign language students. Based on the findings, 50 primary school pupils were selected based on the convenient sampling method as the study’s target group for further investigation. Afterward, they were separated into two groups: one for the experiment and another for the CG. After that, all subjects were subjected to pretesting, and then, the therapy was administered. The EG was educated by the researcher via the use of digital games. The participants in the EG were taught English vocabulary via the use of a computerized game, which they found entertaining. On the other hand, the students of the CG received a traditional vocabulary teaching. After teaching 90 vocabulary in nine sessions, an immediate vocabulary posttest was conducted on both groups to determine the treatment’s possible effects on their vocabulary recall. Three weeks later, a delayed posttest was given to the participants to examine the effect of digital games on their vocabulary retention. The results of paired samples and independent sample t -tests showed that there was a significant difference between the immediate and delayed posttests of the EG and CGs in favor of the EG. The EG outperformed the CG both on the immediate and delayed posttests. This study has some implications for teaching and learning vocabulary.

Young Learners Preferences on Using Games and Songs for Learning English in EFL Context

“…Songs influenced positively, especially to vocabulary mastery for children (Sevik, 2014). This findings were in line with the studies recently which claimed that games bring the positive influence on vocabulary Ben El Moudden, 2021; Dashtestani, 2022;Hao et al, 202;Patra et al, 2022). Song used as learning media can provide joy in learning English for children (Fransischa, 2017;Shen, 2009;Hadian, 2015).…”

“…The efficacy of games occurs for some skills of language. Games bring a positive influence on vocabulary (Ben El Moudden, 2021;Dashtestani, 2022;Hao et al, 202;Patra et al, 2022), grammar (Lin et al, 2020), writing (Fu et al, 2019;Dashtestani, 2022), pronunciation (Dashtestani, 2022), listening (Dashtestani, 2022;Kumar et al, 2022), speaking (Dashtestani, 2022), problem-solving Ben El Moudden, 2021Dashtestani, 2022), motivation (Dashtestani, 2022;Ahmed et al, 2022). These findings indicated that games helped learn English.…”

“…The studies of using games and songs have invited many researchers to discover the contribution in teaching English to young learners, the so-called EYL (English for young learners) in the EFL context. First, previous studies have examined the efficacy of games in learning English for young learners in the EFL context Ahmed et al, 2022;Amal Shehadeh AlNatour & Dima Hijazi, 2018;Behnamnia et al, 2020;Ben El Moudden, 2021;Dashtestani, 2022;Fu et al, 2019;Hao et al, 2021;Kumar et al, 2022;Lin et al, 2020;Patra et al, 2022).…”

“…The previous research involved elementary school students called English for young learners (Behnamnia et al, 2020;Patra et al, 2022;Kumar et al, 2022). Although recent studies showed that students had shown positive responses for using the game in learning English, those studies applied varied research designs, applying questionnaires Ben El Moudden, 2021), interviews (Dashtestani, 2022), surveys (Dashtestani, 2022), case study (Behnamnia et al, 2020), experimental ones (Amal Shehadeh AlNatour & Dima Hijazi, 2018Fu et al, 2019;Hao et al, 2021;Lin et al, 2020;Patra et al, 2022) Second, previous studies have investigated the efficacy of songs in learning English for young learners in an EFL context (Al-efeshat & Baniabdelrahman, 2020;Nguyen & Nguyen, 2020), in ESL (Al-Smadi, 2020Singh, 2020).…”

“…The previous research involved elementary school students called English for young learners (Behnamnia et al, 2020;Patra et al, 2022;Kumar et al, 2022). Although recent studies showed that students had shown positive responses for using the game in learning English, those studies applied varied research designs, applying questionnaires Ben El Moudden, 2021), interviews (Dashtestani, 2022), surveys (Dashtestani, 2022), case study (Behnamnia et al, 2020), experimental ones (Amal Shehadeh AlNatour & Dima Hijazi, 2018Fu et al, 2019;Hao et al, 2021;Lin et al, 2020;Patra et al, 2022) Second, previous studies have investigated the efficacy of songs in learning English for young learners in an EFL context (Al-efeshat & Baniabdelrahman, 2020;Nguyen & Nguyen, 2020), in ESL (Al-Smadi, 2020Singh, 2020). Most those research examined the vocabulary skill (Agaj Avdiu, 2021;Al-efeshat & Baniabdelrahman, 2020;Islami, 2019;Lelawati et al, 2018;Nguyen & Nguyen, 2020;Putri et al, 2022;Rohmah & Indah, 2021;Sanjaya et al, 2022;Triwardani & Yuningsih, 2022;Yeni & Amelia, 2020), speaking (Yeni & Amelia, 2020;Putri et al, 2022), writing (Yeni & Amelia, 2020), reading (Yeni & Amelia, 2020, pronunciation (Agaj Avdiu, 2021Al-Smadi, 2020;Putri et al, 2022;Yeni & Amelia, 2020), grammar (Al-Smadi, 2020Yeni & Amelia, 2020), motivation (Al-Smadi, 2020;…”