scholarly journals The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us

2021 ◽  
Vol 5 (12) ◽  
pp. 80
Author(s):  
José Ramón Calvo-Ferrer ◽  
Jose Belda-Medina
Keyword(s):  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Video Game ◽  
Vocabulary Learning ◽  
Lexical Development ◽  
Incidental Exposure ◽  
Unknown Words ◽  
L2 Vocabulary ◽  
Target Words

Vocabulary learning has been traditionally considered central to second language learning. It may take place either intentionally, by means of deliberate attempts to commit factual information to memory, or incidentally, as a consequence of other cognitive processes involving comprehension. Video games, which have been extensively employed in educational contexts to understand lexical development in foreign languages, foster both exposure to and the production of authentic and meaning-focused vocabulary. An empirical study was conducted to explore the effect of playing an online multiplayer social deduction game (i.e., a game in which players attempt to uncover each other’s hidden role) on incidental and intentional second language (L2) vocabulary learning. Secondary school pre-intermediate English as a Foreign Language (EFL) students (n = 54) took a vocabulary pre-test that identified eight unknown words likely to appear in the video game Among Us. Then, students were randomly assigned to different groups of players and to different learning conditions—within each group, half of the players were given a list of phrases containing such target words, which they were encouraged to meaningfully use in the game by means of written interaction. In doing so, students learnt some target words intentionally and provided contextualized incidental exposure to other players. They took a vocabulary test after two sessions of practice with the game to explore intentional and incidental L2 vocabulary learning gains. The pre- and post-tests suggested, among other results, that players using new L2 words in the game Among Us would retain more vocabulary than players only encountering them, that vocabulary intentionally input helped other users trigger incidental vocabulary learning, and that repetition had a positive effect on L2 vocabulary learning.

scholarly journals Explicit Teaching and Incidental Learning of Vocabulary: Where Is the Pendulum Swinging to?

2019 ◽  
Vol 9 (6) ◽  
pp. 445
Author(s):  
Faisal Al-Homoud
Keyword(s):  
Saudi Arabia ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
General Tendency ◽  
Explicit Teaching ◽  
Incidental Exposure ◽  
Knowledge Form ◽  
L2 Vocabulary ◽  
Target Words

The research at hand compared two conditions of L2 vocabulary exposures, i.e. incidental exposure and a mixture of incidental and explicit exposures to words. Forty-five female participants, majoring in English at Al-Imam Mohammad Ibn-Saud Islamic University, Saudi Arabia participated in this research. They were divided into two groups: Reading Only (RO) and Reading Extra (RE). In the RO group, the target words were exposed only through a reading passage that they read twice, while the same target words for the RE group were inserted in the same reading passage, then explained directly by the teacher. Three levels of vocabulary knowledge (form recall, meaning recall, and meaning recognition) were assessed. The results showed that both conditions cater for vocabulary learning, however the RE group had significantly outperformed their RO counterparts. Moreover, the results showed that vocabulary learning in this study followed the general tendency starting from a receptive level to a productive level.

scholarly journals Effectiveness of Type of Feedback and Frequency on Digital Game-Based L2 Vocabulary Acquisition

2021 ◽  
Vol 11 (3) ◽  
pp. 38-55
Author(s):  
José Ramón Calvo-Ferrer
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Video Game ◽  
Vocabulary Learning ◽  
Corrective Feedback ◽  
Digital Game ◽  
Learning Scenarios ◽  
Knowledge Of Correct Response ◽  
L2 Vocabulary ◽  
Predictive Strength

The frequency of word exposure in teaching materials, along with corrective feedback, has often been identified as a powerful variable in the learning of vocabulary in a foreign language. The effect of the number of times an action is presented as accurate in digital game-based language learning scenarios (i.e., knowledge of correct response [KCR] feedback) however remains under-investigated. This study aims to analyse the learning of L2 mobile operating system terminology by a group of students of English as a foreign language by using the data collected by the video game The Conference Interpreter in order to identify the predictive strength of term frequency (times a term is shown), KCR feedback (times a correct answer is provided), and corrective feedback (times a term is shown as incorrect) regarding short and long-term L2 vocabulary learning. The regression analysis performed showed that the factor ‘KCR feedback' may be a positive predictor of short-term vocabulary learning, whereas the other factors seemed to have no statistical effect at any significant level.

Effects of internal and external attentional manipulations and working memory on second language vocabulary learning

2021 ◽  
pp. 136216882110301
Author(s):  
Yeu-Ting Liu ◽  
Hossein Nassaji ◽  
Wen-Ta Tseng
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Experimental Design ◽  
Vocabulary Learning ◽  
Theory And Practice ◽  
Experimental Conditions ◽  
Input Enhancement ◽  
L2 Learners ◽  
L2 Vocabulary ◽  
Target Words

In light of mixed findings in existing input enhancement research, Issa and Morgan-Short in a 2019 article urged researchers to compare the relative effects of input enhancement that taps into learners’ attention to the external format of second language (L2) target forms (e.g. through capitalizing or boldfacing the forms) and input enhancement that taps into learners’ attention to the internal attributes of L2 target forms (e.g. via increasing the frequency of the forms). In response to this call, the study described in this article drew on a pretest-treatment–posttest-experimental-design to explore whether working memory (WM) capacity modulates the extent to which L2 learners benefit from input enhancement engaged by internal and external attentional manipulations for partially-acquired L2 vocabulary. Analyses of these learners’ lexical gains under different experimental conditions showed that although compound input enhancement engaged by internal attentional manipulations did indeed lead to better lexical gains, such manipulations did not unequivocally lead to greater gains than the external manipulations in all cases. Furthermore, simple input enhancement engaged by internal attentional manipulations (i.e. varying the contextual supports for the target words) could be as effective as compound input enhancement. Importantly, we found that the aforementioned pedagogical effects of internal and external manipulations were both modulated by differences in WM capacity, albeit to differing extents. Insights from this study provide important pedagogical implications for differentiated input enhancement theory and practice.

scholarly journals Can Google Translate Rewire Your L2 English Processing?

Digital ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 66-85
Author(s):  
Natália Resende ◽  
Andy Way
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Cognitive Processing ◽  
Vocabulary Learning ◽  
Brazilian Portuguese ◽  
English Speakers ◽  
Syntactic Priming ◽  
Web Based ◽  
English Syntax

In this article, we address the question of whether exposure to the translated output of MT systems could result in changes in the cognitive processing of English as a second language (L2 English). To answer this question, we first conducted a survey with 90 Brazilian Portuguese L2 English speakers with the aim of understanding how and for what purposes they use web-based MT systems. To investigate whether MT systems are capable of influencing L2 English cognitive processing, we carried out a syntactic priming experiment with 32 Brazilian Portuguese speakers. We wanted to test whether speakers re-use in their subsequent speech in English the same syntactic alternative previously seen in the MT output, when using the popular Google Translate system to translate sentences from Portuguese into English. The results of the survey show that Brazilian Portuguese L2 English speakers use Google Translate as a tool supporting their speech in English as well as a source of English vocabulary learning. The results of the syntactic priming experiment show that exposure to an English syntactic alternative through GT can lead to the re-use of the same syntactic alternative in subsequent speech even if it is not the speaker’s preferred syntactic alternative in English. These findings suggest that GT is being used as a tool for language learning purposes and so is indeed capable of rewiring the processing of L2 English syntax.

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

scholarly journals Context, word, and student predictors in second language vocabulary learning

2018 ◽  
Vol 40 (1) ◽  
pp. 137-166 ◽  
Author(s):  
EVELIEN MULDER ◽  
MARCO VAN DE VEN ◽  
ELIANE SEGERS ◽  
LUDO VERHOEVEN
Keyword(s):  
Second Language ◽  
Learning Outcomes ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Levenshtein Distance ◽  
Context Word ◽  
Learning Gain ◽  
English Sentence ◽  
Contextual Support ◽  
L2 Vocabulary

ABSTRACTWe examined to what extent the variation in vocabulary learning outcomes (vocabulary knowledge, learning gain, and rate of forgetting) in English as a second language (L2) in context can be predicted from semantic contextual support, word characteristics (cognate status, Levenshtein distance, word frequency, and word length), and student characteristics (prior vocabulary knowledge, reading ability, and exposure to English) in 197 Dutch adolescents. Students were taught cognates, false friends, and control words through judging sentences with varying degrees of semantic contextual support using a pretest/posttest between subjects design. Participants were presented with an English target word and its Dutch translation, followed by an English sentence. They were instructed to judge the plausibility of the sentence. Mixed-efffects models indicated that learning gains were higher for sentences with more semantic contextual support and in students with stronger reading comprehension skills. We were the first to show that Levenshtein distance is an important predictor for L2 vocabulary learning outcomes. Furthermore, more accurate as well as faster learning task performance lead to higher learning outcomes. It can thus be concluded that L2 study materials containing semantically supportive contexts and that focus on words with little L1-L2 overlap are most effective for L2 vocabulary learning.

scholarly journals Vocabulary Learning Strategies: The Case of English for Business and Financial Reporting

2021 ◽  
Vol 3 (3) ◽  
pp. 316-331
Author(s):  
Hélder Fanha Martins ◽  
Maria João Ferro
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Financial Reporting ◽  
English Language ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Individual Interviews ◽  
Vocabulary Learning Strategies ◽  
Lexical Competence

Among the essential challenges faced by students in foreign language learning processes is vocabulary learning. Lexical competence has been acknowledged as critical to the use of language in which the students’ inadequate knowledge of the vocabulary causes problems in learning a second language. Therefore, learners require being educated with vocabulary in learning strategies when learning a second language. Contemporary research has not scrutinised to the fullest the categories of strategies of vocabulary learning used by learners who are majoring in Accounting.  The main objective of this research was to understand how students use vocabulary learning strategies. For that, we adopted a qualitative approach, based on open-ended individual interviews with fifteen learners. The strategies that were concluded include the monolingual and bilingual dictionary use, usage of several media of English language, learning a word by specific texts, and application of new words in everyday conversation, interrelated to memory, strategies of metacognitive, and determination. These are common strategies and have keenly been used by students.

scholarly journals The effects of increase and variations in time presentations for second language vocabulary learning

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Radina Mohamad Deli
Keyword(s):  
Second Language ◽  
Target Word ◽  
Vocabulary Learning ◽  
Word Retrieval ◽  
Time Lags ◽  
Order Of Presentation ◽  
Target Words

Barcroft (2007) found opportunities for word retrieval to be advantageous during second language vocabulary learning. This study extended such a finding and investigated the effect of increased time in target-word retrieval for learning new vocabulary in the L2, as well as the effect of presentation orders of different time conditions on word retrieval. The data were obtained from 17 native Arab speakers who attempted to learn 24 new English words by viewing 24 word-picture pairs. Each picture and its corresponding word were viewed with different time lags of 0, 6 and 12 seconds between them in different presentation orders. The results showed that, although the increased time does not positively affect word retrieval, the overall findings correspond to Barcroft’s (2007) view, at least in the case of 6 seconds lag. The results also showed that the production of target words in both the control and retrieval-oriented conditions depend on and vary according to the order of presentation, particularly in the case of 6 seconds lag in which word gain is found to be highest when the lag is presented first and second.

A Video Game, a Chinese Otaku, and Her Deep Learning of a Language

2009 ◽  
pp. 422-450
Author(s):  
Kim Feldmesser
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Situated Learning ◽  
Video Game ◽  
Migrant Workers ◽  
Serious Games ◽  
Native Speakers ◽  
Global Village ◽  
The Difference

It is a buyers market for employers in todays global village, where having another language under your belt could make the difference at an interview between employment or the dole queue (unemployment line). Learning additional languages rapidly has been the goal of immersion schools, and their approaches are effective in many respects because they make use of situated learning experiences in communities of practice. Such experiences present their own challenges however, as living in the country of the chosen language for a considerable period of time may not be possible. Migrant workers too may be shunned by native speakers, particularly if they have little or no knowledge of the native language, reducing learning opportunities to engage in discourse. Video games may be one way to address these challenges. In order to do this, however, more must be understood about the ways in which games support these theories, the way individuals learning a second language interact with them, and what researchers and developers of serious games must know to support this use of games. This chapter will outline the relevant theories for second language learning, describe how they operate in games, and present guidelines for research and development of serious games and second language acquisition.

Indexical information, encoding difficulty, and second language vocabulary learning

2011 ◽  
Vol 32 (2) ◽  
pp. 417-434 ◽  
Author(s):  
MITCHELL S. SOMMERS ◽  
JOE BARCROFT
Keyword(s):  
Second Language ◽  
Vocabulary Learning ◽  
Cognitive Effort ◽  
Information Encoding ◽  
Signal Noise ◽  
Acoustic Variability ◽  
Noise Ratio ◽  
The Difference ◽  
L2 Vocabulary ◽  
Effort Hypothesis

ABSTRACTResearch has demonstrated that second language (L2) vocabulary learning improves when target words are presented in acoustically varied compared with acoustically consistent formats. The present study investigated the extent to which this benefit of acoustic variability is a consequence of difficult encoding demands (cognitive effort hypothesis) versus increased representational quality. Experiment 1 compared L2 vocabulary learning for words produced in normal (easier encoding) or nasal (more difficult encoding) voice. Vocabulary learning was superior in the normal-voice condition, arguing against a simple cognitive effort hypothesis as the basis for improved L2 vocabulary learning with increased acoustic variability. Experiment 2 assessed the resistance of newly acquired L2 word forms to the effects of acoustic degradation. Participants heard six repetitions of each item in either a single-talker or multiple-talker condition. The robustness of the new word-form representations was assessed by measuring the accuracy and latency of L2 to first language (L1) translation as a function of the signal/noise ratio. At all four signal/noise ratios, accuracy and latency of L2 to L1 translation were significantly better for words learned in the multiple-talker as opposed to the single-talker condition. Of particular importance, the difference between single talkers and multiple talkers increased systematically as signal/noise ratio decreased. These findings suggest that the benefits of acoustic variability are a consequence of learners' ability to retain and use indexical information during the earliest stages of word learning and provide support for the representation quality hypothesis.

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