Improving the effectiveness of English vocabulary review by integrating <scp>ARCS</scp> with mobile game‐based learning

Wu, Ting‐Ting

doi:10.1111/jcal.12244

Cited by 94 publications

(79 citation statements)

References 53 publications

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“…This showed that students with high learning motivation have better learning achievement. The finding of the motivation questionnaire consistent with Wu (2018) that learning motivation enhances competency, which affects greater learning effectiveness.…”

Section: Students Motivationsupporting

confidence: 80%

Using Technology-Mediated Board Game on Young Learners

Sukenasa

Shih

Surjono

2020

scr. j. j. linguist. engl. teach.

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Background: The use of games and technology for educational purposes can be an appropriate method of enhancing learning performance. Therefore, this study presents a technology-mediated board game and its related course to engage young learners in Indonesia for learning English vocabulary. The study investigated young learners' vocabulary learning performance and learning motivation as the effects of using technology-mediated board game in the course. Methodology: This study employed a quasi-experimental design involving 67 students of one urban and one rural primary school. The vocabularies of fruits and vegetables were implemented online in the game by using QR codes. The instructional practices are to improve students' learning achievement and to find out students' learning motivation. The pre-test, post-test, and Keller's ARCS motivation model were conducted to analyze the effectiveness of technology-mediated board game for learning English vocabulary. Findings: The main finding indicated that technology-mediated board games could improve students' English vocabulary learning achievement. Moreover, the use of technology-mediated board games encouraged young learners to have strong learning motivation. On the other hand, the game could promote students to have a concept in gardening that can be encounter in their daily life. Conclusion: These findings imply that technology-mediated board game becomes an effective way of teaching English vocabulary to young learners in Indonesia.

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Section: Students Motivationsupporting

confidence: 80%

Using Technology-Mediated Board Game on Young Learners

Sukenasa

Shih

Surjono

2020

scr. j. j. linguist. engl. teach.

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“…In general, mobile game applications have been used mostly to improve motivation and performance to learn English language skills [11], [14] and many studies have shown that they have gotten a good results and impact [50]- [54]. The mobile game application developed in this study is based on a framework of persuasive guidelines.…”

Section: Discussionmentioning

confidence: 99%

Development of a Mobile Game Application to Boost Students’ Motivation in Learning English Vocabulary

et al. 2019

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Currently, the power to master the English language has become prominent in academia, research, and business. Therefore, many non-English speaking countries, including Arab countries, are striving to improve their education systems in teaching English as a foreign language, and English vocabulary is an important factor to boost English proficiency among Arab students. Moreover, in Arab countries, there is a lack of motivation among learners of English as a foreign language which affects the learning process of students. As such, digital gaming technologies, especially mobile games, are emerging as the best way to create enthusiasm for learning new languages. Therefore, a mobile application named VocabGame was developed based on a set of persuasive guidelines, and it was launched in the Google Play Store. This paper investigated whether the developed VocabGame can motivate native Arab students learning the English language to achieve better performance. Sixty-four students were divided equally into two groups: the control group (high-performance group) and the experimental group (low-performance group). Students in the experimental group improved their motivation level significantly after the mobile learning intervention. Our findings showed that mobile game application is helpful for those students who had poor performance initially while studying English and improves their confidence. There was also an association between the pre-test and the post-test scores according to the motivation to learn based on the analysis of the covariate analysis with η_p^2 being 0.148. A mobile application game was successfully developed to motivate Arab native students to learn English as a secondary language.

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“…In the digital age, studies on enhancing learners’ vocabulary learning by using mobile devices have become prevalent. Some studies have been conducted on consolidating vocabulary learning using multimedia messages (Saran et al, 2012), adopting mobile game‐based learning to enhance vocabulary learning in class (eg, Vahdat & Behbahani, 2013; Wu, 2018), improving language learning outside the classroom (Stockwell, 2013) and supporting the learning of idioms ubiquitously across different settings (Foomani & Hedayati, 2016).…”

Section: Related Literaturementioning

confidence: 99%

“…Despite the fact that the number of studies on improving young learners’ language learning supported by mobile technologies both inside and outside classroom has increased in recent years, the majority of these studies has focused on learning for prescribed tasks by following a fixed learning path (eg, Saran, Seferoglu, & Cagiltay, 2012; Wu, 2018). In such learning environments, learners have little room to explore how to make use of the mobile technology affordances on their own to support their learning in real life.…”

Section: Introductionmentioning

confidence: 99%

Affordances of a mobile learner‐generated tool for pupils’ English as a second language vocabulary learning: An ecological perspective

Song¹,

Ma²

2020

Brit J Educational Tech

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This paper reports on a case study of English as a second language (ESL) vocabulary learning that examined a group of Grade 4 students’ mobile learning experiences of bridging in‐class and real‐life vocabulary learning mediated by a mobile learner‐generated content (m‐LGC) tool. This study was premised on the proposed framework of mobile vocabulary learning from an ecological perspective using the concept of affordances, taking the topic of “Food” as an example. Data collection included learning logs created by students and a questionnaire about students’ perceptions of the m‐LGC tool for vocabulary learning. The results revealed four types of affordances of the m‐LGC tool that the learners perceived and acted on in real life outside the classroom, namely: vocabulary form‐meaning mapping, consolidating vocabulary by productive use, vocabulary revision and social affordance. The students’ perceptions of the m‐LGC tool for vocabulary learning were positive. This study shows that the various affordances helped students in applying newly learned words to real‐life contexts. Social affordance provided the social contexts for communication via peer interaction, vocabulary expansion as well as the creation of a learning community.

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Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game‐based learning

Cited by 94 publications

References 53 publications

Using Technology-Mediated Board Game on Young Learners

Using Technology-Mediated Board Game on Young Learners

Development of a Mobile Game Application to Boost Students’ Motivation in Learning English Vocabulary

Affordances of a mobile learner‐generated tool for pupils’ English as a second language vocabulary learning: An ecological perspective

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