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.

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 The effectiveness of computers on vocabulary learning among preschool children: a semiotic approach

2016 ◽  
Vol 11 (1) ◽  
pp. 02 ◽  
Author(s):  
Tutku Basöz ◽  
Dilek Tüfekci Can
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Instruction Group ◽  
Significant Difference ◽  
Semiotic Approach

Semiotics in foreign language learning has recently achieved some prominence as a theoretical foundation for language teaching and learning. Although there have been a number of research on the semiotics in foreign language learning, the practical use of semiotics in preschool classroom environment still remains unanswered. What is more, the effectiveness of computers on vocabulary learning among preschool children is still an obscure area, which attracts the attentions of researchers, scholars and practitioners. Thus, the present study aims to investigate whether there is a significant difference in preschool children’s vocabulary gain depending upon the computer assisted vocabulary instruction or the traditional vocabulary instruction both adopting a semiotic approach. The sample group of the study included 35 preschool children (5-years) who are studying at Balıkesir University Necatibey Faculty of Education Kindergarten. In this quasi-experimental study, the children were assigned to computer assisted vocabulary instruction group (16) or traditional vocabulary instruction group (19), which were the experimental and control groups. Before the experiment, the children were given a pre-test, which measured the number of target vocabulary the children had already known. While the experimental group learned the target vocabulary through computer-assisted instruction, the control group was taught the same target vocabulary via traditional vocabulary instruction. After the experiment, the same test was given to the children as the post-test. The results of the study showed that both instruction types were successful in teaching vocabulary and there was no significant difference between the groups in terms of their vocabulary gain. Keywords: Vocabulary learning; semiotic approach; computer assisted vocabulary instruction; preschool children; foreign language learning 

scholarly journals The Effect of Humor-Integrated Pictures Using Quizlet on Vocabulary Learning of EFL Learners

2019 ◽  
Vol 8 (2) ◽  
pp. 24
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Teacher Student ◽  
Significant Difference ◽  
Experimental Group ◽  
Shed Light

The recent improvements in technology and their integration in language learning have played a facilitating role invocabulary acquisition. Quizlet, an online teacher-/student-friendly tool, is one of the leading applications invocabulary acquisition. Along with the effectiveness of visualization in acquiring vocabulary, humor has been alsoextensively indicated to carry a significant role in language learning. With all its facilitating features, the integrationof technology, humor, and vocabulary can be achieved via Quizlet. In this study, the visual integration of humoraccompanying vocabulary on Quizlet was taken into scrutiny to see to what extent humor-integrated pictures onQuizlet account for the retention of vocabulary acquisition. With this purpose, this study examined the effect ofhumor-integrated pictures on vocabulary acquisition of 45 intermediate English as a foreign language (EFL) learnerson Quizlet. In so doing, the experimental group received a series of unknown vocabulary items for which theintegrated pictures were humorous, while the vocabulary items assigned for the control group were identical, but innon-humorous contexts. At the end, an independent samples t-test applied on the scores achieved from a posttestindicated a significant difference in scores of the control group and that of the experimental group. In fact, thelearners in the experimental group significantly outperformed their counterparts in the control group. The resultsindicated that linking vocabulary items with humorous pictures is more effective than using non-humorous context inlearning vocabulary. Apparently, as the results indicate, the significant effectiveness of technology in vocabularylearning can be boosted with the help of humorous context. The findings shed light on the importance of technologyin language learning and its linking with humor in vocabulary learning.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

2017 ◽  
Vol 37 ◽  
pp. 110-127 ◽  
Author(s):  
María del Pilar García Mayo ◽  
Udane Loidi Labandibar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corrective Feedback ◽  
Negative Attitude ◽  
Learning Potential ◽  
Feedback Processing ◽  
Efl Writing ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Writing Task

ABSTRACTThe language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.

Is the relation between phonological memory and foreign language learning accounted for by vocabulary acquisition?

1995 ◽  
Vol 16 (2) ◽  
pp. 155-172 ◽  
Author(s):  
Elisabet Service ◽  
Viljo Kohonen
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Language Learning ◽  
Short Term Memory ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Phonological Memory ◽  
Language Performance ◽  
Essay Writing ◽  
Fixed Order

ABSTRACTIn an earlier study, Service (1992) found that phonological short-term memory, reflected in the ability to repeat English-sounding pseudowords, was a good predictor of learning English as a foreign language over a period of three school years. This study attempts to find out to what extent foreign vocabulary learning is the critical learning process related to pseudoword repetition accuracy. Regression analyses on repetition data and learning measures revealed significant correlations between pseudoword repetition and foreign language learning, even after a measure of general academic achievement had been partialed out. In a fixed-order multiple regression analysis – with predictors entered in the order of general academic achievement, foreign language vocabulary, and pseudoword repetition – no additional variance in any foreign language measure studied could be accounted for by pseudoword repetition in the third step. When vocabulary in the second step was replaced by performance in foreign language essay writing or the correct reproduction of dictated discourse – both highly related to overall foreign language performance – repetition significantly increased the proportion of accounted variance, especially for two foreign language vocabulary tasks and a listening comprehension task. Phonological memory may, therefore, be specifically related to foreign vocabulary learning.

scholarly journals Professionalization tools: impact of the game-based website ‘Check your Smile’ on specialized terminology acquisition

2021 ◽  
pp. 302-306
Author(s):  
Nadia Yassine-Diab ◽  
Laura M. Hartwell ◽  
Sébastien Dejean
Keyword(s):  
Language Learning ◽  
Empirical Data ◽  
Test Scores ◽  
Vocabulary Learning ◽  
Computer Assisted ◽  
Vocabulary Test ◽  
Digital Game ◽  
Multiple Variables ◽  
Collaborative Platform ◽  
Current Area

Computer assisted vocabulary learning, i.e. specialized terminology acquisition, is a major tool to learning Languages for Specific Purposes (LSP) necessary to students’ professionalization. One current area of research is digital game-based language learning because of its motivating qualities. This paper discusses electronics students’ acquisition of specific vocabulary as related to the free game-based collaborative platform Check Your Smile (CYS), which is entirely devoted to learning LSP terminology. CYS aggregates various types of games that automatically generate individualized game plays, drawing upon a collaboratively constructed multilingual dictionary. The study focuses on multiple variables including attending a selective engineering course taught in English and the language used to teach the mandatory electronics class. Empirical data shows that students having used CYS tend to obtain better vocabulary test scores than students who did not.

scholarly journals THE TEACHING OF VOCABULARY: A PERSPECTIVE

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 182
Author(s):  
Alpino Susanto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Best Practice ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Teaching English ◽  
Personal View ◽  
Related Research ◽  
New Words

<p>The learning of Vocabulary is important part in foreign language learning. The meanings of new words are very frequently emphasized, whether in books or in verbal communication. Vocabulary is considered as the central in language teaching and is of paramount importance to a language learner. Vocabulary is a basic of one learns a foreign language. Few  research indicate that teaching vocabulary can be considered as problematic, as some teachers are not really sure about the best practice in the teaching and sometimes not really aware how to start forming an instructional emphasis on the vocabulary learning (Berne&amp; Blachowicz, 2008). Through this article, the writer summarizes the related research that focus on the importance of vocabulary and explaining many techniques used by some English teachers and lecturer when teaching English, as well as writer’s personal view of the issues.</p>

scholarly journals INFLUENCE OF VIDEO GAMES ON THE ACQUISITION OF THE ENGLISH LANGUAGE

Verbum ◽  
2018 ◽  
Vol 8 (8) ◽  
pp. 112
Author(s):  
Domas Rudis ◽  
Svetozar Poštić
Keyword(s):  
Video Games ◽  
Foreign Language ◽  
Language Learning ◽  
Video Game ◽  
English Language ◽  
Game Playing ◽  
Video Game Playing ◽  
English Classes ◽  
The Media

In the past decade or two, there has been an obvious increase in the number of school children profici­ent in English. One of the reasons is the number of English classes per week, but even more important­ly, it is the influence of the media. Students are greatly exposed to video games. In this paper, a survey was conducted in order to find the connection between video-game playing and English proficiency. Ninety six students filled out the survey answering a range of question on the quantity and quality of their video game playing. The conclusion drawn was that video games have a profound impact on language learning. The areas of most benefit were vocabulary and pronunciation. As a form of highly desirable entertainment, video games provide a positive and motivating atmosphere, which is perfect for adopting a foreign language.

Sign in / Sign up

Export Citation Format

Share Document