The Impact of Online Games on Learning English Vocabulary by Iranian (Low-intermediate) EFL Learners

Ashraf, Hamid; Motlagh, Fateme Ghanei; Salami, Maryam

doi:10.1016/j.sbspro.2014.03.418

Cited by 83 publications

(71 citation statements)

References 4 publications

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“…Ashraf, Motlagh, & Salami (2014) studied 24 students who were at a low-intermediate level for over a period of 15 weeks. Students were randomly separated into an experimental and a control group.…”

Section: Literature Reviewmentioning

confidence: 99%

Using Online Computer Games in the ELT Classroom: A Case Study

Vasileiadou¹,

Makrina²

2017

ELT

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The purpose of this research was to investigate the effectiveness of computer games in learning English as a foreign language and the extent to which they increase motivation in young students. More particularly, this research investigated the validity of the hypothesis that computer games are a particularly motivating means for young students to learn English vocabulary effectively in comparison to other approaches suggested by the Greek National Curriculum. The grade, in which this research was conducted, was the 4th grade of Primary school as it is a borderline grade in which greater demands are imposed on the students of this age group and language level regarding, mainly, their reading and writing skills as in this class, for the first time, it is explicitly stated by the national curriculum that literacy is one of the three basic axons upon which English language learning should be developed. All in all, the results of this research shed light on the effects which new technologies have on language learning as well as their ability to motivate students to learn English. The results of this research will also be used as a basis upon which specific suggestions for the practical implementation of computer games in the everyday classroom can be made.

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Section: Literature Reviewmentioning

confidence: 99%

Using Online Computer Games in the ELT Classroom: A Case Study

Vasileiadou¹,

Makrina²

2017

ELT

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“…It seems in a relaxed, motivating, and enjoyable environment, vocabulary acquisition occurs better where learners can concentrate on new words and their contextual usage. Several aids such as drawings, humorous behaviors, illustrations and games can be used in developing fun and enjoyable conditions [21]. Vocabulary games bring real world context into the classroom, and enhance students' use of English in a flexible, communicative way [22].…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of Using Instructional Video Games on EFL Learners' Vocabulary Retention

Salehi¹

2016

ujer

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This study aimed at investigating the impact of Instructional Video Games (IVGs) on the vocabulary retention of Iranian language learners. To do so, 32 male and 43 female, between the ages thirteen to thirty one years old, in Padideh Derakhshan Institute, Sahinshahr, Isfahan, Iran were selected as a whole population. First, the World English placement test was administered, and 60 learners were chosen as the participants of the study. Next, a test of novelty as a pretest of vocabulary was administered at the early stage of the study to ensure the novelty of to-be-instructed words and participants' unfamiliarity with those words. The experimental group members were treated with the new way of learning, IVGs, to practice the new words in each lesson, but control group members were treated with by memorizing the new words through a list. After four weeks both groups sat for vocabulary posttest, and about one month later they sat for delayed posttest. The results were compared statistically. The statistical analysis indicated significant difference in vocabulary retention on learners of the experimental group.

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“…As the above explanation, digital game e-CALF can help to promote self-regulated learning, especially for the self-reflection phase. e-CALF as a digital game for helping students to learn does not only have beneficial impact for students' cognition like improving vocabulary mastery [22,23,24,25,26,27,28,29,30,31] and honing students' problem-solving abilities [32,33,34,35,36], but the students can enjoy learning language in fun atmosphere without feelings of worries [26].…”

Section: Findings and Discussionmentioning

confidence: 99%

Playing with e-CALF: “Regulate My Own Learning”

Mahayanti¹,

Suprianti²,

Utami³

et al. 2020

Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019)

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e-CALF facilitates digital natives to learn in their way. The researcher of this study used descriptive qualitative design to investigate the implementation of e-CALF in the school setting by finding six students' experiences, challenges, and responses in playing the game. It also found out how the implementation of e-CALF promotes self-regulated learning (SRL). Recording and interviewing were conducted to collect the data. As a result, playing with e-CALF is very fun for the students. e-CALF can increase their vocabulary and their desire to read English. In promoting students' SRL, e-CALF was an ideal environment to give the students a significant degree of autonomy over their actions. This autonomy included the freedom to determine their topic to be played, strategy to finish the game, and reflection on the progress and achievement. They could also set when, where, and how they play with and learn from the game.

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The Impact of Online Games on Learning English Vocabulary by Iranian (Low-intermediate) EFL Learners

Cited by 83 publications

References 4 publications

Using Online Computer Games in the ELT Classroom: A Case Study

Using Online Computer Games in the ELT Classroom: A Case Study

Impact of Using Instructional Video Games on EFL Learners' Vocabulary Retention

Playing with e-CALF: “Regulate My Own Learning”

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