The effectiveness of game-based learning on English as a foreign language proficiency: A meta-analysis

2021 ◽  
Vol 71 (3) ◽  
pp. 78-89
Author(s):  
K.T. Kudarova ◽  
◽  
G.S. Bimasheva ◽  
Sh.G. Iskakova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Positive Impact ◽  
Meta Analysis ◽  
Foreign Language Learning ◽  
Combined Effect ◽  
Game Based Learning ◽  
Mathematical Methods ◽  
Foreign Language Proficiency ◽  
The Impact

This study was aimed to synthesize data on the impact of game-based learning on English as a foreign language learning outcome. To achieve the goal, a search for relevant studies was performed via Google Scholar electronic database, followed by the results extraction and their meta-analysis using Meta-Essentials statistical software. Since most of the relevant publications utilized the Test of English for International Communication (TOEIC) to assess the intervention effectiveness, only those studies that used TOEIC or a TOEIC-derived test were included in the present meta-analysis to unify the performance scale. The final analysis included four experimental interventions involving 148 individuals. According to the results, the combined effect (Hedges g = 0.56) of game-based learning on post-test TOEIC scores exceeds controls, but the difference is not statistically significant. Thus, concerning the study sample, it has to be said that there appears to be no positive impact of gamification on English language acquisition. The findings should be interpreted with caution due to the risk of heterogeneity between the included studies (I2 = 33.81%) and their low number. Nevertheless, to the best of the authors’ knowledge, the current meta-analysis is one of the few studies to date that employ mathematical methods to obtain a combined effect of gamified learning on English as a foreign language proficiency.

scholarly journals COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES WITH THE HELP OF TBLT APPROACH IN FOREIGN LANGUAGE LESSONS

2021 ◽  
pp. 409-414
Author(s):  
Svitlana Nykyporets ◽  
Nataliia Hadaichuk
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Competence Development ◽  
Low Level ◽  
Advantages And Disadvantages ◽  
Foreign Language Proficiency

The article contains a comparative analysis of PPP and TBLT approaches to the foreign language learning including the detailed description of the main stages of teaching and lessons planning in the framework of each approach; the advantages and disadvantages of both approaches are also considered in the article. It is also emphasized that using TBLT approach in groups of students from non-linguistic universities with a low level of foreign language proficiency (A2) is rather difficult. In such situations authors recommend considering the traditional PPP method, which allows practicing and fixing the necessary speech patterns.

Integrating content and foreign language learning

2017 ◽  
Vol 5 (1) ◽  
pp. 4-29 ◽  
Author(s):  
David Lasagabaster
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Qualitative Approach ◽  
Education Students ◽  
Content Learning ◽  
Organizational Conditions ◽  
Foreign Language Proficiency

Content and language integrated learning (CLIL) programmes have recently gained momentum in many European countries in the belief that students will significantly improve their foreign language proficiency while content learning is not negatively affected. Based on a longitudinal qualitative approach, this article focuses on students’ reflections on their experience with CLIL. Previous studies have shown that students are able to reflect on organizational conditions and their learning process, while their reflections allow researchers to identify some of the key elements in students’ beliefs. Through focus groups carried out over a three-year period, this study gathers secondary education students’ reflections on their motivational stance, the CLIL experience, and the use of their linguistic repertoire in the CLIL classroom. By tapping into students’ language beliefs, reflections, and motivation, a clearer picture of CLIL settings will be available by bringing to light both the strengths and weaknesses of these programmes.

Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research

2015 ◽  
Vol 24 (1) ◽  
pp. 54-72 ◽  
Author(s):  
Gary G Fogal
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Meta Analysis ◽  
Empirical Support ◽  
Foreign Languages ◽  
Literary Texts ◽  
Language Awareness ◽  
L2 Acquisition ◽  
Foreign Language Proficiency

This article examines the efficacy of pedagogical stylistics as a learning tool for developing second or foreign language proficiency. Pedagogical stylistics – an instrument for investigating the linguistic, sociocultural and dialogic features inherent in literary and non-literary texts – has often been criticized for relying too heavily on intuition rather than empirical support to substantiate its employment in language learning classrooms. To better understand this criticism a coding framework adapted from previous research was employed to synthesize 13 studies across four, second or foreign languages in nine countries. Three themes emerged from this synthesis: (1) stylistics as a tool for improving L2 performance; (2) stylistics’ contribution to building language awareness; (3) stylistics as a tool for building academic skills beyond L2 acquisition. This work explores these themes and discusses the research practices informing the claims made therein, highlighting a consistent underreporting or under collecting of data as a recurring problem in the literature. This shortcoming precludes a meta-analysis of the literature, and this article argues that this shortcoming contributes to a justifiably weak representation of stylistics in second or foreign language contexts. To rectify this issue suggestions are made for more thorough reporting of data and a more robust research agenda in second or foreign language-based, stylistic contexts.

scholarly journals The impact of interactive game resources on enhancing students’ terminological competence and foreign language proficiency

2020 ◽  
Vol 10 (3) ◽  
pp. 144-163
Author(s):  
Irina Sergeevna Zlobina ◽  
◽  
Natalya Vladimirovna Rezepova ◽  
Natalya Anatolevna Sergeeva ◽  
Nadezda Veniaminovna Utkina ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Interactive Game ◽  
Foreign Language Proficiency ◽  
The Impact

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

scholarly journals Foreign Language Learning at a Technical University in the Modern Period

2020 ◽  
Vol 10 (6) ◽  
pp. 139
Author(s):  
Margarita Ivkina ◽  
Lyudmila Merkulova ◽  
Olga Martynova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Learning System ◽  
Foreign Languages ◽  
Professional Activity ◽  
Self Development ◽  
Foreign Language Proficiency ◽  
Technical University

Abstract Introduction. The article is devoted to the problems of the foreign language learning at a technical university. The theoretical importance of the research is in the analysis of the existing language learning system at a technical university in light of a modern engineer’s professional activity model’s change. Grounding of certain corrections in the language learning system also provides the theoretical importance of the research. The practical importance of our research is in the modification of the existing language learning system based on the environmental and activity approaches. Materials and Methods. While carrying out the research we used a complex of methods; that is: literature analysis, empiric and praxymetric methods, and a modeling method. Results. 4 main types of an engineer’s professional activity are defined in the engineer’s activity model. These types correspond to the main activity types by M.S. Kagan’s concept – value-motivating, cognitive, reorganizing and communicative activities. An engineer’s activity results analysis led to discovering new features in the engineer’s personality structure lying in the communicative competence role increase. It was also found out that successfulness becomes a link between value-motivating and communicative activities. Consequently, we have made a conclusion on the increasing demands to the students’, masters’, post-graduates’ and academic researches’ language proficiency. Foreign language proficiency should provide for the ability to participate in the international conferences, to attend foreign professors’ lectures, and to take part in the students’ exchange programs. All of the above presupposes rather high foreign language proficiency and requires a foreign language learning system creation. The authors analyzed language learning courses at a technical university and carried out a post-graduates’ survey. As a result, lack of syllabuses being able to fill in the gaps in language proficiency and to support speech skills was found out. Basing on the conclusions mentioned above an extra multi-purpose and multi-level structure syllabus was worked out. This syllabus allowed to solve the existing programs, to increase foreign language learning and general learning motivation, to create conditions for self-development and self-realization in the professional activity. The article also describes in detail a foreign language learning system developed by the Department of Foreign Languages and Russian as a Second Language in the general learning environment of a technical university, which acquires for the modernization and reaching the education level corresponding to the leading universities’ level. Conclusion. The learning environment created by the Department of Foreign Languages and Russian as a Second Language of Samara National Research University named after academician S.P. Korolyov and including a compulsory language learning system and a system of extra language learning courses provides for the students’ individual needs in foreign language proficiency satisfaction at various levels. It also provides for their intellectual and moral self-development.

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

scholarly journals Fostering Tertiary Student Professional Mobility Skills via Convergence of the Professional Training and Foreign Language Learning

2021 ◽  
Vol 10 (4) ◽  
pp. 1919-1936
Author(s):  
Valentyna I. ◽  
Elvira V. ◽  
Tetiana S. ◽  
Larysa H. ◽  
Olena O.
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Professional Training ◽  
Foreign Language Learning ◽  
Professional Mobility ◽  
Foreign Language Proficiency ◽  
Professional Field ◽  
Mobility Skills ◽  
Experimental Group

<p style="text-align: justify;">The purpose of the study was to identify how the instructional model that converges professional training and foreign language learning can influence the students’ professional mobility and students’ readiness to build their careers. The study used the methods of a quantitative kind for the evaluation study and descriptive research. The variables for the study were as follows: levels of student professional mobility skills proficiency that included students’ competence in their professional field, foreign language proficiency, students’ networking skills, personality qualities, and sampled students’ satisfaction with the reshaped course. The field phase of the study found that the Erasmus and Work-and-Travel programmes contributed to the former students’ adaptability and flexibility, the experience of work abroad, and practical specialism-related experience gained during study. The students developed their abilities to project a positive social image, ability to build and maintain relationships, foreign language proficiency, proficiency in presenting and negotiating, and theoretical knowledge. The English Language-delivered Professional Mobility course brought shifts in the levels of students’ professional mobility skills. The experimental group students reported that they improved their competence in their professional field, foreign language proficiency, networking skills, and personality qualities. The experimental group students’ judgements concerning the quality of the course were complimentary.</p>

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