Impact of ELSE Game-based English Vocabulary Learning App on Iranian EFL Exceptional Students’ Vocabulary Learning: EFL Professionals and Computer Experts’ Evaluation in Focus
الموضوعات : نشریه زبان و ترجمه
شیما قبادی
1
(
گروه زبان انگلیسی . دانشگاه ازاد اسلامی واحد شهرضا
)
محسن شاهرخی
2
(
Assistant Professor, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
)
Ahmad Abedi
3
(
Associate Professor, Department of Psychology of Children with Special Needs, University of Isfahan, Isfahan, Iran
)
الکلمات المفتاحية: exceptional students, ESLE game-based app, English vocabulary learning, Hubbard’s framework,
ملخص المقالة :
This research study aimed to develop a mobile app to enhance exceptional students’ English vocabulary learning and to evaluate the Exceptional Student Learning English (ESLE) app, mainly from exceptional students’ perspectives and different experts’ perspectives. The ESLE app, an interactive mobile game, was developed using multiplatform and the digital game-based learning instructional design model. In the first stage of the study, 40 exceptional students with intellectual and physical disabilities were selected and assigned non-randomly to an experimental and a control group (20 in each group); they were all grade 7th to 9th junior high school students. The experimental group received vocabulary instruction through the ELSE app, and the control group was taught conventionally. The groups were compared both before and after the treatment. The app was then analyzed according to the analytical framework of Hubbard (2011). To this end, 12 English teachers and computer experts were selected purposefully. Open-ended questionnaires were sent to 12 participants to collect the experts’ feedback on the developed app. The study results showed that all exceptional students improved their vocabulary skills after engaging with the game-based app. The experts’ feedbacks showed their positive attitudes towards using the ESLE app for exceptional students’ English vocabulary learning. Findings have illuminative implications for many EFL teachers in applying an effective method in teaching new words to exceptional EFL learners. The study also offers implications for EFL material developers and application designers.
Berne, J. I., & Blachowicz, C. L. (2008). What reading teachers say about vocabulary instruction: Voices from the classroom. The reading teacher, 62(4), 314-323.
DeHaan, J. Reed, W., & Kuwada, K. (2010). The effect of interactivity with music video games on second language vocabulary recall. Language Learning & Technology,14(2),74-94.
Donmus, V. (2010). The use of social networks in educational computer-game based foreign language learning. Procedia Social and Behavioral Sciences, 9, 1497-1503.
Gay, G., Stefanone, M., Grace-Martin, M., & Hembrooke, H. (2001). The effects of wireless computing in collaborative learning environments. International Journal of Human-Computer Interaction, 13(2), 257-276.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20.
Ghobadi, S., & Taki, S. (2018). Effects of Telegram stickers on English vocabulary learning: Focus on Iranian EFL learners. Research in English language pedagogy, 6(1), 139-158.
Goodman, D., Bradley, N. L., Paras, B., Williamson, I. J., & Bizzochi, J. (2006). Video gaming promotes concussion knowledge acquisition in youth hockey players. Journal of adolescence, 29(3), 351-360.
Hsu, S. H., Lee, F.-L., & Wu, M.-C. (2005). Designing action games for appealing to buyers. CyberPsychology & Behavior, 8(6), 585-591.
Hubbard, P. (2011). Evaluation of courseware and websites. Present and future promises of CALL: From theory and research to new directions in language teaching, 407-440.
Jenson, J., Taylor, N., & Fisher, S. (2011). Critical Review and Analysis of the Issue of “skills, Technology, and Learning”: Ontario Ministry of Education.
Kajornboon, A. B. (2013). The effect of using social networking assisted interaction between peer and teacher in English language learning. Paper presented at the Proceedings from FLLT Conference, March.
Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile-assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
Salehi, H., & Salehi, Z. (2012). Challenges for using ICT in education: teachers’ insights. International Journal of e-Education, e-Business, e-Management and e-Learning, 2(1), 40.
Sekiguchi, S. (2012). Investigating the effects of Twitter on developing a social learning environment to support Japanese EFL students’ self-regulated learning. Paper presented at the International Conference “ICT for Language learning”.
Stockwell, G. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL: The Journal of EUROCALL, 19(2), 105.
Thornbury, S. (2006). How to teach vocabulary: Pearson Education India.
Trostle Brand, S., Favazza, A. E., & Dalton, E. M. (2012). Universal design for learning: A blueprint for success for all learners. Kappa Delta Pi Record, 48(3), 134-139.
Turgut, Y., & ĺrgin, P. (2009). Young learners’ language learning via computer games. Social and Behavioral Sciences, 1, 760–764.
Walker, H. (2011). Evaluating the effectiveness of apps for mobile devices. Journal of Special Education Technology, 26(4), 59-63.
Yen, J.-C., Wang, J., & Chen, I.-J. (2011). Gender differences in mobile game-based learning to promote intrinsic motivation. Recent Researches in Computer Science, 279-284.
Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives: Routledge.
