Effects of Instructional Games on the Vocabulary Learning and Retention of Iraqi Primary School Students
الموضوعات : Research in English Language Pedagogy
Fatemeh Karimi
1
(
Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
)
Oday Kareem Shakir Shareef
2
(
Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
)
الکلمات المفتاحية: Instructional games, Iraqi primary school students, Vocabulary learning, Vocabulary retention ,
ملخص المقالة :
Using instructional games in vocabulary learning is beneficial, but their effects in the Iraqi EFL context have been overlooked. This study investigated the effects of instructional games on Iraqi primary school students’ vocabulary learning and retention. To fulfill the objectives of the study, a quasi-experimental study with a pretest-posttest design was adopted. The present study's participants were 40 Iraqi primary school students selected based on a convenience sampling. The participants were divided into two groups, one experimental (N= 20) and a control group (N=20). The students in the experimental group (EG) received vocabulary instruction in the form of game-based teaching. The control group (CG) was instructed using conventional teaching procedures. In this study, a textbook (Family and Friends 2) was used as the material, and two tests were utilized as the measurement instruments. It was found that the group of Iraqi primary school students who were instructed through the games considerably outperformed the group of students who received the traditional teaching in the classroom. Furthermore, the results revealed that the Iraqi primary school students who received vocabulary through instructional games had much better vocabulary retention than those who underwent the traditional teaching methods. The findings might have some implications for the material developers and EFL teachers in Iraq.
Almahammad, Y. (2018). First language transfer in the acquisition of English prepositions by Jordian EFL learners. [Unpublished Ph.D. Thesis]. Amman Arab University.
Artini, L. (2017). Rich language learning environment and young learners’ literacy skills in English. Lingua Cultura, 11(1), 19-24.
Berna. K., Kevser. E., Özpolat, T., & Esen, Ibrahim, Y. (2022). The effect of instructional games on student achievement: A meta-analysis study. Technology, Knowledge and Learning. 27, 1-16.
Chen, J. J., & Shire, S. H. (2011). Strategic teaching: Fostering communication skills in diverse young learners. YC Young Children, 66(2), 20-27.
Chik, A. ( 2014). .Digital gaming and language learning: Autonomy and community. Language, Learning and Technology, 18(2), 85 - 100
Cornillie, F., Thorne, S. L., & Desmet, P. (2012). Digital games for language learning: From hype to Insight? Re CALL Journal, 24(3), 243-256.
Curtain, H. & Dahlberg, C. A. (2010). Languages and children: making the match new languages for young learners. Pearson Education, Inc.
Deesri, A. (2002). Games in the ESL and EFL class. The Internet TESL Journal. Retrieved from :http://iteslj.org/Techniques/Deesri-Games.html.
Dewi, R.; Kultsum, U. & Armadi, A. (2017). Using communicative games in improving students’ speaking skills. English Language Teaching, 1(10), 63-71.
Dolati, I., &Mikaili, P. (2011). Effects of instructional games on facilitating of students’ vocabulary learning. Australian Journal of Basic and Applied Sciences, 5(11), 1218-1224.
Ellis, E., Farmer, T, & , Newman, J. (2005). Big ideas about teaching big ideas. Teaching Exceptional Children, 38 (1), 34-47.
Eyraud, K., Giles, G., Koenig, S., & Stoller, F. L. (2000). The word wall approach: Promoting L2 vocabulary learning. English Teaching Forum, 38(3), 2-11.
Gamlo, N. (2019). The impact of mobile game-based language learning apps on EFL learners’ motivation. English Language Teaching (12)4, 49-56.
Gass, S. M., & Selinker, L. (2001). Second language acquisition, an introductory course (2nd ed.). Lawrence Erlbaum Associates.
Ghonsooly, B., & Elahi, M. (2010). Learners' self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement.. Journal of English Language Teaching and Learning, 217, 45-67.
Hayta, F., &Yaprak, Z. (2013). Learner autonomy and computer technology as a facilitator of autonomous language learning. Journal of Education and Instructional Studies in the World, 3(2), 57-63.
Jensen, B. (2009). A Nordic approach to early childhood education (ECE) and socially endangered children. European Early Childhood Education Research Journal, 17, 7–21.
Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.
Malliet S., & Meyer G. D. (2005). The history of the video game. In J. Raessens & J. Goldstein (Eds.), Handbook of computer game studies (pp. 23-46). MIT Press.
Melo-Pfeifer, S. (2015). Blogs and the development of plurilingual and intercultural competence: Report of a co-actional approach in Portuguese foreign language classroom. Computer Assisted Language Learning, 28(3), 220–240.
Milton, J. (2013). Measuring the contribution of vocabulary knowledge to proficiency in the four skills. In C. Bardel, C. Lindqvist, & B. Laufer. (Eds.), L2 vocabulary acquisition, knowledge, and use: New perspectives on assessment and corpus analysis (pp. 57–78). Italy: Eurosla.
Mohammed, E. F. (2009). The Effectiveness of TPRS in Vocabulary Acquisition and Retention of EFL Prep. Stage Students and their Attitude towards English Language. [Unpublished MA Thesis]. Mansoura University, Egypt.
Nation, I. S. P. (2013). Learning vocabulary in another language. Cambridge University Press.
Nikolov, M. & Mihaljević Djigunović, J. (2020). Teaching young language learners. Second Handbook of English Language Teaching, 1–23.
Niosi, A. (2021). Memory and retrieval – Introduction to consumer behavior. BCcampus Open Publishing.
Nguyen, G. & Khuat. H. (2003). Learning vocabulary through games. Asian EFL Journal. Retrieved from http:/www.asian-efl- journal.com/ dec-03-sub.Vn. php.
Partovi, T. & Razavi, M. (2019). The effect of instructional games on academic achievement motivation of elementary school students. Learning and Motivation.68, 101592. Crossref.
Reinders, H., & Wattana, S. (2015). The Effects of digital game play on second language Interaction. International Journal of Computer-Assisted Language Learning and Teaching,5, 1-21. DOI:10.4018/IJCALLT.2015010101.
Salikhova, N., Lynch, M., & Salikhova, A. (2020). Psychological aspects of digital learning: A self-determination theory perspective. Contemporary Educational Technology, 12(2), 1-13. DOI:10.30935/cedtech/8584.
Santosa, I., & Riady, Y. (2021). Demotivating factors of EFL learners of Indonesian undergraduate students during pandemic Covid-19: Gender differences. Linguists: Journal of Linguistics and Language Teaching, 7(1), 118-130. DOI: 10.29300/ling.v7i1.4933.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Simmons, N. (2014). Family and Friends. Oxford University Press.
Soleimani, F., & Azizmohammadi, F. (2015). The effect of etymology of an additional language on Iranian EFL learners' vocabulary retention. Indian Journal of Fundamental and Applied life Sciences, 5(2), 1449-1458.
Sourmelis, T., Loannou, A., & Zaphiris, P. (2017). Massively multiplayer online role playing games (MMORPGs) and the 21st century skills: A comprehensive research review from 2010 to 2016. Computers in Human Behavior, 67, 41-48. DOI: 10.1016/j.chb.2016.10.020.
Vermeer, A. (2001). Breadth and depth of vocabulary in relation to L1 / L2 acquisition and frequency of input. Applied Psycholinguistics, 22, 217-234
Vu. N., Linh, p., Lien, N., & Van. Th., (2015). Using word games to improve vocabulary retention in middle school EFL classes. Advances in Social Science, Education and Humanities Research (621), 97-108. DOI:10.2991/assehr.k.211224.011.
Wang, Q. (2020). The role of classroom-situated game-based language learning in promoting students' communicative competence. .International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(2), 59-82. DOI: 10.4018/IJCALLT.2020040104.
Wu, T. T. (2018). Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game-based learning. Journal of Computer Assisted Learning, 34(3), 315– 323.
Yukselturk, E., Altiok, S., & Başer, Z. (2018). Using instructional games with Kinect technology in foreign language education course. Educational Technology and Society. 21. 159-173.
Zhang, X. & Lu, X. (2015). The relationship between vocabulary learning strategies and breadth and depth of vocabulary knowledge. The Modern Language Journal. 99, 740-753. DOI: 10.1111/modl.12277.
