ESLE Game-based English Vocabulary Learning App for Exceptional Iranian Students: Teacher’s point of view
محورهای موضوعی : Journal of Teaching English Language Studies
1 - Department of English, Shahreza Branch, Islamic Azad University
کلید واژه: exceptional students, Game-based App, English vocabulary learning, technology, parental scaffolding.,
چکیده مقاله :
The aim of this study was to investigate the effectiveness of (ESLE) Exceptional Students English Learning game-based app to help students with English vocabulary learning disabilities to gain vocabulary skills in and after school program. To this end, 40 exceptional students with intellectual and physical disabilities (20 in each group), grade 7th to 9th junior high school, 30 special needs education teachers, and 30 parents of exceptional students were selected. The four exceptional students’ teacher who worked in special education schools were interviewed to elicit the needed information for the purposes of the study. The first part of the semi-structured interview used in this study was related to ESLE app. The second part of the interview was related to their perceptions about collaboration with families. To this purpose, parents’ and teachers’ perceptions and practices of game-based app to support exceptional students were examined. Thus, the study addressed the issue of students with disabilities by reviewing the challenges faced by teachers who teach students with disabilities and how they overcome these challenges. A mixed-method design by extending with follow-up phase to measure whether exceptional students retained the knowledge they learned while engaging with the app was used. The results of the study showed that all of the exceptional students improved vocabulary skills after engaging with the game-based app. Findings have illuminative implications for many EFL teachers in applying an effective method in teaching new words.
The aim of this study was to investigate the effectiveness of (ESLE) Exceptional Students English Learning game-based app to help students with English vocabulary learning disabilities to gain vocabulary skills in and after school program. To this end, 40 exceptional students with intellectual and physical disabilities (20 in each group), grade 7th to 9th junior high school, 30 special needs education teachers, and 30 parents of exceptional students were selected. The four exceptional students’ teacher who worked in special education schools were interviewed to elicit the needed information for the purposes of the study. The first part of the semi-structured interview used in this study was related to ESLE app. The second part of the interview was related to their perceptions about collaboration with families. To this purpose, parents’ and teachers’ perceptions and practices of game-based app to support exceptional students were examined. Thus, the study addressed the issue of students with disabilities by reviewing the challenges faced by teachers who teach students with disabilities and how they overcome these challenges. A mixed-method design by extending with follow-up phase to measure whether exceptional students retained the knowledge they learned while engaging with the app was used. The results of the study showed that all of the exceptional students improved vocabulary skills after engaging with the game-based app. Findings have illuminative implications for many EFL teachers in applying an effective method in teaching new words.
Abidin, H. Z. & Zaman. F. K. (2017). Students' perceptions on game-based classroom response system in a computer programming course. In 2017 IEEE 9th International Conference on Engineering Education (ICEED), 254-259.
Beck, I., & McKeown, M. (1991). Conditions of vocabulary acquisition.
Bennett, S., Maton, K. & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence, British Journal of Educational Technology, 39(5), 775–86.
Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72-93.
Bitner, N. & Bitner, J. (2002). Integrating Technology into the Classroom: Eight Keys to Success. Journal of Technology and Teacher Education, 10(1), 95-100. Norfolk, VA: Society for Information Technology & Teacher Education.
Bryant, B. R., Ok, M., Kang, E. Y., Kim, M. K., Lang, R., Bryant, D. P., & Pfannestiel, K. (2015). Performance of fourth-Grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education, 24(2), 255-272.
Castek, J., Zawilinski, L., McVerry, J. G., O’Byrne, W. I., & Leu, D. J. (2011). The new literacies of online reading comprehension: New opportunities and challenges for students with learning difficulties. In Multiple perspectives on difficulties in learning literacy and numeracy (pp. 91-110). Springer Netherlands.
Darmawan, D. (2012). "Biological Communication Behavior through Information Technology Implementation in Learning Accelerated," International Journal of Communications, Network and System Sciences, 5(8), pp.454-462. doi: 10. 4236/ijcns.2012.58056.
DeHaan, J. Reed, W., & Kuwada, K. (2010). The effect of interactivity with a music video games on second language vocabulary recall. Language Learning & Technology,14(2),74-94.
Dell, A. G., Newton, D. A., & Petroff, J. G. (2008). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. New Jersey: Pearson Education, Inc.
Donmus, V. (2010). The use of social networks in educational computer-game based foreign language learning. Procedia Social and Behavioral Sciences, 9, 1497-1503.
Edwards, E. C., Font, G., Baumann, J. F., & Boland, E. B. (2003). Unlocking word meanings: Strategies and guidelines for teaching morphemic and contextual analysis. In J. F. Baumann & E. J. Kame'enui (Eds.), Vocabulary instruction: Research to practice. (pp 159-178). New York, NY: Guilford Press.
Ekmekci, A.,Gulacar, O., (2015). A Case Study for Comparing the Effectiveness of a Computer Simulation and a Hands-On Activity on Learning Electric Circuits. Eurasia Journal of Mathematics, Science & Technology Education, 11(4), 765-775.
Grave, M. F. & WattsTaffe, S. (2008). For the love of words: Fostering word consciousness in young readers. International Literacy Association, 62(3), 185-193. DOI: 10.1598/RT.62.3.1
Jenson, J., Taylor, N., & Fisher, S. (2010). Critical Review and Analysis of the Issue of Skills, Technology and Learning. Toronto: York University.
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.
Lee, C.-C., Hao, Y., Lee, K.S., Sim, S.C., & Huang. C.-C. (2019). Investigation of the effects of an online instant response system on students in a middle school of a rural area. Computers in Human Behavior, 95, 217-223.
Lennox, S. (2013). Interactive read-alouds–An avenue for enhancing children’s language for thinking and understanding: A review of recent research. Early Childhood Education Journal, 41(5), 381–389.
Lu, Z., Hou, L, & Huang, X., 2010. A research on a student-centered teaching model in an IC Tbased English audio-video speaking class. International Journal of Education and Development Using Information and Communication Technology, 6, 101-123.
Meyer, A., & Rose, D. H. (2005). The Future is in the Margins: The Role of Technology and Disability in Educational Reform. In D. H. Rose, A. Meyer & C. Hitchcock (Eds.), The Universally Designed Classroom: Accessible Curriculum and Digital Technologies (pp. 13-35). Cambridge, MA: Harvard Education Press.
Moore, M.G., & Kearsley, G. (1996). Distance education: A system view. Belmont, CA: Wadsworth.
Moutinho, A., & Sá, S. (2018). Implementing active learning through pedagogical coaching in Control Systems lectures. 3rd international conference of the Portuguese society for engineering education (CISPEE), IEEE, 1-6.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press. Retrieved from http:/ /catdir. loc. gov/ catdir/ samples/cam031/ 2001269892.pdf.
Nation, I.S.P. (2006). How large vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63(1), 59-82.
Pandya, J. Z., & Ávila, J. (2017). Inequitable variations: a review of research in technology, literacy studies and special education. Literacy, 51(3), 123-130.
Turgut, Y., & ĺrgin, P. (2009). Young learners’ language learning via computer games. Social and Behavioral Sciences, 1, 760–764.
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88(4), 601–638. https: //doi. Org /10.1037/0022-0663.88.4.601.
Wu, P. H., & Marek, M. (2016). Incorporating LINE smartphone affordances: Cross-cultural collaboration, willingness to communicate, and language learning. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 6(2), 56-73.
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1–37). Mahwah, NJ: Erlbaum
