Effect of the Interactive Whiteboard on Vocabulary Achievement, Vocabulary Retention and Learning Attitudes

Hoa, Truong Minh; Trang, Tran Thi Thuy

doi:10.29333/aje.2020.5215a

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…Students practising via MultiEx games simply had more opportunities to see the target words compared to the LMS exercise group. It has been reported that the more frequently students encounter a word, the better they retain the word (Hoa & Trang, 2020). This explanation is in line with research by Eckerth and Tavakoli (2012) whose study indicated that frequency of http://ijlter.org/index.php/ijlter exposure and task load involvement affected vocabulary learning and retention positively.…”

Section: Note *P < 05mentioning

confidence: 99%

Enhancing Vocabulary Memorization and Retention through LMS and MultiEx Game Platforms among Thai Tertiary Students

Bancha

Tongtep

2021

IJLTER

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Although technology has been integrated into vocabulary instruction, to date, few studies have compared whether learning management system (LMS) vocabulary exercises or vocabulary online games facilitate better vocabulary acquisition. The purpose of this study was to investigate whether the Test of English for International Communication (TOEIC) vocabulary lessons plus LMS exercises and TOEIC vocabulary lessons plus MultiEx games (online games) foster short-term vocabulary memorization and long-term vocabulary retention, as well as which performed better. Participants were 72 first-year students at a university in southern Thailand. They were divided into two experimental groups, one given LMS exercises and the other MultiEx games. A word list was taken from the TOEIC word list and a pre-test was used to determine how many words students knew. The unknown words were used in the design of the vocabulary lessons. Ten lessons were provided for the students. Immediately after each lesson, a post-test was conducted to measure their vocabulary recognition. Two weeks after the final lesson, a delayed post-test was conducted to determine how many of the new words had been retained. The main finding was that both vocabulary memorization and retention were enhanced through the use of LMS exercises and the use of MultiEx games. The results showed a higher mean score for the MultiEx game group in both the immediate post-tests and the delayed post-test. Although the differences between the two groups were not statistically significant, the findings suggest integrating technology enhances vocabulary learning outcomes.

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Section: Note *P < 05mentioning

confidence: 99%

Enhancing Vocabulary Memorization and Retention through LMS and MultiEx Game Platforms among Thai Tertiary Students

Bancha

Tongtep

2021

IJLTER

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“…To provide interesting activities, Ms.E, one of the Indonesian Pre-service teachers, uses Board Games as instructional media. (Hoa and Trang, 2020) Stated that to increase vocabulary retention and make language learning fun and inspiring, teachers can use games to learn new vocabulary. One of the games used by Indonesian pre-service teachers is Board Games.…”

Section: Discussionmentioning

confidence: 99%

“…Board games are a type of game that has many components, such as square boards or cardboard, which are useful for delivering information persuasively. Hoa and Trang (2020) stated that to increase vocabulary retention and make language learning fun and inspiring, teachers can use games to learn new vocabulary. Teachers are required to use interesting Instructional media.…”

Section: Introductionmentioning

confidence: 99%

The Utilization of Instructional Media Used by Indonesian Pre-Service Teachers to Facilitate Student's English Vocabulary Learning: Thai Primary Students' EYL

Maulidya,

Imaniar,

Safriani

et al. 2023

LEEA

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This article aims to find the instructional media used by Indonesian Pre-service teachers to teach vocabulary to Thai primary school and how they used those instructional media in the classroom. The method used is qualitative method with a case study approach. The result showed that Indonesian Pre-service teachers used various kinds of instructional media as aids to teach English vocabulary such as Printed Pictures as a tool and Drilling method for classroom implementation, Animated Pictures with PPP (Presentation, Practice, and production) Method, Board games with PPP(Presentation, Practice, and production) method to teach vocabulary at primary schools in Thailand. The conclusion is Indonesian Pre- service teacher used innovative and creative instructional media together with the right method will make learning more effective so that the learning objectives can be achieved. Keywords: Instructional Media, Teaching Vocabulary, Young English Learner

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“…Their study results showed that game teaching not only retains the class alive and enjoyable but also helps learners to enhance their skills and trust in vocabulary. Besides, Hoa and Trang (2020) reported that those who use games in the classroom to teach new words to their students have fun and a pleasant environment rather than those who teach their students the traditional language.…”

Section: Educational Gamesmentioning

confidence: 99%

“…Every student has their way of building vocabulary knowledge. Various studies have shown that learning new vocabulary by using games has helped to increase vocabulary retaining and make language learning fun and inspiring (Hoa and Trang, 2020;Ma and Yodkamlue, 2019;Selvi and Çoşan, 2018).…”

Section: Introductionmentioning

confidence: 99%

The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students

Hashemi¹

2021

Journal for the Education of Gifted Young Scientists

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Using educational games for the improvement of the students' vocabulary retention has been widely used in the educational setting for many decades. The acquisition of vocabulary as part of the subskills of the English language is considered a vital part of learning any target language. Hence, this research study aimed at exploring the effects of using games to teach vocabulary in reading comprehension among freshmen students at Takhar University. This study has employed mixed-method research involving pre-test, post-test, and a semi-structured interview. The researcher employed descriptive statistical analysis to analyze the frequency and percentage of the respondents and inferential statistical analysis to mainly T-test to figure out whether there is any significant difference in the mean score of the pre and post-test across gender. In addition, the inference method of the content analysis is also used for the semi-structured interview to identify whether games are motivating the students to enhance their vocabulary knowledge of the student. The targeted group was 20 freshmen students from the English department. The findings of the present study revealed that employing games are effective and beneficial for teaching vocabulary in reading comprehension. Moreover, the findings showed no significant difference in the mean score of the pre and post-test across gender. The study also indicated that games improved students' motivation in acquiring new vocabulary. Besides, it is hoped that educational games are more attractive, fun, and helpful in teaching and as well as building the vocabulary knowledge of the students. It is proposed that teachers should look for educational games and techniques to involve their students in the use of the creative expression in the enhancement of vocabulary knowledge.

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Effect of the Interactive Whiteboard on Vocabulary Achievement, Vocabulary Retention and Learning Attitudes

Cited by 6 publications

References 5 publications

Enhancing Vocabulary Memorization and Retention through LMS and MultiEx Game Platforms among Thai Tertiary Students

Enhancing Vocabulary Memorization and Retention through LMS and MultiEx Game Platforms among Thai Tertiary Students

The Utilization of Instructional Media Used by Indonesian Pre-Service Teachers to Facilitate Student's English Vocabulary Learning: Thai Primary Students' EYL

The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students

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