Online Games for Primary School Vocabulary Teaching and Learning: A Literature Review

Hasram, Syafiqah; Arif, Fatin Kamilia Mohd; Nasir, M. Khalid M.; Mohamad, Maslawati; Daud, Md. Yusoff; Rahman, Mohd Jasmy Abd; Mohammad, Wan Muna Ruzanna Wan

doi:10.4236/ce.2020.1111170

Cited by 8 publications

(10 citation statements)

References 30 publications

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“…The integration of educational online games in teaching vocabulary has a growing popularity due to the widespread belief on its potential to enrich the learning process. Online games are potential tools in vocabulary learning as they raise learners' learning satisfaction, and foster autonomous learning among learners (Hasram, 2020).…”

Section:  the Role Of Games In Vocabulary Retentionmentioning

confidence: 99%

“…The use of online games in vocabulary learning has attained much attention, where different studies from many researchers globally have provided data that online games are able to gain attention and interest in vocabulary learning. The increasing rise of interest in online games in learning is due to its conceptualization as an enjoyable factor in language learning (Hasram, 2020). Ashraf (2014) also supported that online games create fun learning environment, especially for younger learners to be interested in learning process.…”

Section: Introductionmentioning

confidence: 96%

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استخدام الألعاب الرقمیة لتنمیة تعلم مفردات اللغة الإنجلیزیة والاحتفاظ بها لدى أطفال الروضة

عبید¹

2022

مجلة البحث فی التربیة وعلم النفس

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Section:  the Role Of Games In Vocabulary Retentionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

استخدام الألعاب الرقمیة لتنمیة تعلم مفردات اللغة الإنجلیزیة والاحتفاظ بها لدى أطفال الروضة

عبید¹

2022

مجلة البحث فی التربیة وعلم النفس

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“…A copiousness of studies has studied the online language learning strategies by focusing on the variation of variables, aspects, and contexts with the relevant and notable findings that have been conducted locally during the pandemic (Azmuddin et al, 2020;Hasram et al, 2020;Mazlan et al, 2021;Nasri & Mydin, 2017;Soh et al, 2018). These previous studies were disclosing that online learning strategies were the center of concern since the pandemic.…”

Section: Past Research On Online Distance Learning Strategiesmentioning

confidence: 99%

“…According to some previous studies, physical tertiary education institutions and the implementation of online distance learning may negatively affect students' learning through four main features: spending less time learning, stress symptoms, alterations in how students interact, and an absence of learning motivation. (Azlan et al, 2020;Martin & Bolliger, 2018;Nasir et al, 2020;Zhu et al, 2020). Despite this, remote education is crucial for ensuring learning continuity and longevity when in-person lessons are no longer possible.…”

Section: Introduction Problem Statementmentioning

confidence: 99%

Language Learning Strategies among Undergraduates During Online Learning in Covid-19 Pandemic in A Public University in Malaysia

Ramli¹,

Aladdin²

2021

IJARBSS

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One of the most critical aspects of an effective language learner, according to studies, is the adoption of efficient language learning strategies. As the outbreak of the Coronavirus 19 (COVID-19) pandemic has created alterations to the educational sector in which, including the Online Distance Learning (ODL) has become pivotal. On the other hand, suitable language learning strategies should be accessible and accommodating to all learners. Therefore, it is essential to ensure students' English language mastery in any educational environment. This study aimed to identify the most frequent Language Learning Strategies (LLS) utilised by undergraduate learners of English as a second language and to study the factors of specific LLS preferred by the learners during the ODL in the pandemic of Covid-19. This research incorporated a mixed-method design by employing both quantitative and qualitative methods. The research instrument for the quantitative approach is the online questionnaire namely Strategy of Inventory Language Learning (SILL) version 7.0 was adopted and adapted from Oxford (1989). The questionnaire was distributed using a purposive sampling to 78 respondents at a public university in Malaysia namely University Kebangsaan Malaysia (UKM). The second research instrument is semi-structured interviews conducted with 10 participants. Quantitative data was analysed and presented in a descriptive analysis to identify the most frequent LLS used by the participants. Moreover, the qualitative data was scrutinised and coded using thematic analysis. The quantitative results indicated a high preference for social strategies followed by metacognitive, compensation, cognitive, memory, and affective strategies. Thematic analysis for the qualitative method revealed that the social strategies utilised by the students were influenced by achievement goal-oriented, and a learning environment.

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“…However, student language proficiency can be improved through diverse teaching techniques and activities especially in terms of language productive skills that include speaking and writing skills (Sahrir & Muhammad, 2019). It refers to the ability of a student in using a language, which is the communication aspect which it is important to be mastered by every teacher and student so that the process of delivery of knowledge becomes easier especially in mastering the language skills (Zuki, 2017;Hasram et al, 2021;Hasram et al, 2020). In the Wekke's (2015) book assembled language teaching theories, the importance of language learning and the Arabic language teaching method that was often used since its inception, especially collaborative activities that do not directly improve language skills to students.…”

Section: Literature Reviewmentioning

confidence: 99%

Speaking Sub-Skills Exercise and Its Teaching Techniques: Document Analysis of Arabic Textbooks

Khaizal¹,

Nasir²,

Rahimi³

et al. 2021

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Preparation of quality textbooks could contribute to more efficient teaching and learning processes, especially from the aspects of speaking skill. The purpose of this study is to analyze the instructions and teaching techniques in speaking skill as a reinforcement exercise in enhancing the mastery of Arabic language to students. This study employed qualitative approach through a case study in the form of exploration of sub-skills instructions based on the Arabic textbooks. Structured interview methods in the form of group discussion with three Arabic teachers were used to identify the techniques used in teaching Arabic speaking skill. The analysis identified four main themes in spoken subskills covering aspects of pronunciation, fluency, speaking in the form of discourse and spontaneously speaking. The findings of the second review feature five speaking skill teaching techniques namely Takrir Techniques (Repetition), Tadwir Techniques (Rotation), Language Games Techniques, Lecture Techniques and Greeting Techniques. Thus, the findings of this study can be used as a guidance for teachers to improve enhance their teaching technique especially in Arabic speaking skills, towards their students, based on the language sub-language instructions in the textbook.

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Online Games for Primary School Vocabulary Teaching and Learning: A Literature Review

Cited by 8 publications

References 30 publications

استخدام الألعاب الرقمیة لتنمیة تعلم مفردات اللغة الإنجلیزیة والاحتفاظ بها لدى أطفال الروضة

استخدام الألعاب الرقمیة لتنمیة تعلم مفردات اللغة الإنجلیزیة والاحتفاظ بها لدى أطفال الروضة

Language Learning Strategies among Undergraduates During Online Learning in Covid-19 Pandemic in A Public University in Malaysia

Speaking Sub-Skills Exercise and Its Teaching Techniques: Document Analysis of Arabic Textbooks

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