Engaging Young Learners in Learning Vocabulary: A Study on Learners’ Perception

Abstract

This study examines students’ perception on the implementation of mobile games to engage young learners in learning English vocabulary. Thirty young learners in Islamic elementary school MI As-Syahid, Bekasi were the participant of the study. This qualitative study applied observation, survey, and interview. The findings revealed that: 1) young learners perceived that educational mobile games are effective in improving students’ activeness in learning and boost their motivation to learn vocabulary. 2) Young learners expand their vocabulary knowledge through mobile games, and.3) Learners have positive attitudes towards the use of educational mobile games as a supplementary medium of English learning. Additionally, mobile games can also be a potential tool to stimulate the motivation of children who experience failure in learning. This study contributes to the literature regarding vocabulary learning media and the use of mobile game in Indonesia. It highlights young learners’ perception of learning using mobile games.

Fostering English Vocabulary Acquisition Through the "Know Your Dictionary" Game

“…According to the findings of other studies, games make it very easy for students to remember acquired vocabulary (Jassim & Dzakiria, 2019;Karaaslan et al, 2018). In addition, the application of games for vocabulary enrichment also produces a positive attitude for students (Abdulrahman & Jullian, 2020). Thus, the teacher was very enthusiastic and wanted to apply it to other classes in the future.…”

Integrating Automatic Speech Recognition Technology Into Vocabulary Learning in a Flipped English Class for Chinese College Students

“…In most cases, L2/FL learners may need to seek alternative resources to learn words independently out of class (Teng, 2020). Luckily, technological advancements have induced such learning opportunities with iCALL approaches, such as captioned videos (Teng, 2019(Teng, , 2022, mobile games (Chen and Hsu, 2019;Abdulrahman and Jullian, 2020;Rahman and Angraeni, 2020) and virtual reality tools (Madini and Alshaikhi, 2017;. Results have attested to the positive effects of technologies on learners' vocabulary knowledge, especially productive vocabulary learning, and their self-efficacy in vocabulary learning (e.g., Li and Hafner, 2021;Soleimani et al, 2022), which could pave the way for integrating ASR into vocabulary learning.…”