Vocabulary Connect Four Circles (VC4C) Card Game for Malaysian Young Learners’ Vocabulary Learning

Many teachers fail to create a creative learning activity based on the children’s characteristics. In fact, many of today’s elementary schools are equipped with modern technology facilities that can encourage the children’s motivation in vocabulary learning. Unfortunately, the facilities are still used monotonously in learning activity. This invariable learning activity may cause boredom for young learners. One of the ways to solve the problem is by developing a suitable teaching aid to increase vocabulary learning quality for young learners; it is the electronic Snakes and Ladders game. Therefore, this study aims to develop the conventional format of Snakes and Ladders game into electronic format for the teaching of English vocabulary to the second graders and to investigate the students’ responses toward the game developed. The results in revision I and revision II shows that there are some revisions made dealing with the features and content during the development of the game. While the content is revised by adding more questions amount and variation. Overall the material used and the features exposed in electronic Snakes and Ladders game are appropriate with the second graders characteristics and learning objective. Furthermore, the students show positive response toward the electronic Snakes and Ladders game.

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Motivated word meanings and vocabulary learning

Metaphor and the Social World ◽

10.1075/msw.1.2.03piq ◽

2011 ◽

Vol 1 (2) ◽

pp. 154-173

Author(s):

Ana María Piquer-Píriz

Keyword(s):

Young Children ◽

Foreign Language ◽

Figurative Language ◽

Vocabulary Learning ◽

Word Meanings ◽

Young Learners ◽

Cognitive Linguistic ◽

New Challenges ◽

Young Learner

The introduction of English as a foreign language in many countries at ever younger ages poses new challenges for teachers, material designers and researchers in terms of finding out and dealing with the needs of such young children when learning a foreign language. This paper focuses on vocabulary learning at early ages, arguing for the inclusion of figurative language in young learners’ English input for two main reasons: firstly, some figurative uses are very frequent in general language and suitable for young learners’ communicative needs and, secondly, research (Piquer-Píriz, 2005) has shown that children as young as 5 years old are able to work out figurative extensions of words whose literal meanings they know, through associative (metonymic) and analogical (metaphoric) reasoning. The specific case of hand is explored, drawing on some of the findings mentioned above, to discuss the potential of cognitive linguistic-inspired approaches in the young learner classroom.

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Using Technology-Mediated Board Game on Young Learners

Script Journal Journal of Linguistic and English Teaching ◽

10.24903/sj.v5i2.507 ◽

2020 ◽

Vol 5 (2) ◽

pp. 136-148

Author(s):

Niluh Putu Puri Palupi Sukenasa ◽

Ju-Ling Shih ◽

Herman Dwi Surjono

Keyword(s):

Fruits And Vegetables ◽

Vocabulary Learning ◽

Learning Motivation ◽

Learning Performance ◽

Board Game ◽

Learning Achievement ◽

Board Games ◽

Young Learners ◽

Quasi Experimental ◽

Learning English

Background: The use of games and technology for educational purposes can be an appropriate method of enhancing learning performance. Therefore, this study presents a technology-mediated board game and its related course to engage young learners in Indonesia for learning English vocabulary. The study investigated young learners' vocabulary learning performance and learning motivation as the effects of using technology-mediated board game in the course. Methodology: This study employed a quasi-experimental design involving 67 students of one urban and one rural primary school. The vocabularies of fruits and vegetables were implemented online in the game by using QR codes. The instructional practices are to improve students' learning achievement and to find out students' learning motivation. The pre-test, post-test, and Keller's ARCS motivation model were conducted to analyze the effectiveness of technology-mediated board game for learning English vocabulary. Findings: The main finding indicated that technology-mediated board games could improve students' English vocabulary learning achievement. Moreover, the use of technology-mediated board games encouraged young learners to have strong learning motivation. On the other hand, the game could promote students to have a concept in gardening that can be encounter in their daily life. Conclusion: These findings imply that technology-mediated board game becomes an effective way of teaching English vocabulary to young learners in Indonesia.

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ENGAGING YOUNG LEARNERS IN LEARNING VOCABULARY: A STUDY ON LEARNERS’ PERCEPTION

Akademika ◽

10.34005/akademika.v9i01.805 ◽

2020 ◽

Vol 9 (01) ◽

pp. 139-153

Author(s):

Tryanti R Abdulrahman ◽

Muhammad Harris Jullian

Keyword(s):

Qualitative Study ◽

Vocabulary Learning ◽

Vocabulary Knowledge ◽

English Learning ◽

Motivation To Learn ◽

Mobile Games ◽

Mobile Game ◽

Young Learners ◽

Positive Attitudes ◽

Potential Tool

This study examines students’ perception on the implementation of mobile games to engage young learners in learning English vocabulary. Thirty young learners in Islamic elementary school MI As-Syahid, Bekasi were the participant of the study. This qualitative study applied observation, survey, and interview. The findings revealed that: 1) young learners perceived that educational mobile games are effective in improving students’ activeness in learning and boost their motivation to learn vocabulary. 2) Young learners expand their vocabulary knowledge through mobile games, and.3) Learners have positive attitudes towards the use of educational mobile games as a supplementary medium of English learning. Additionally, mobile games can also be a potential tool to stimulate the motivation of children who experience failure in learning. This study contributes to the literature regarding vocabulary learning media and the use of mobile game in Indonesia. It highlights young learners’ perception of learning using mobile games.

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Pengembangan Media Kartu Kamal dalam Penguasaan Kosakata Bahasa Arab

Al-Irfan : Journal of Arabic Literature and Islamic Studies ◽

10.36835/al-irfan.v2i2.3588 ◽

2019 ◽

Vol 2 (2) ◽

pp. 258-273

Author(s):

M. Syamsul Ma'arif

Keyword(s):

Research Design ◽

Test Scores ◽

Vocabulary Learning ◽

T Test ◽

Card Game ◽

Card Games ◽

Class D ◽

Class B ◽

Post Test

Abstract Vocabulary is one element of language that must be mastered by learners in mastering a particular language including Arabic. Learning Arabic vocabulary requires its own strategies so that the learning will not be boring, one of them is a card games. This study aims to develop Arabic vocabulary learning media in the form of cards named "kamal" as well as to determine their effectiveness. The research design uses Research and Devolopment (R n D) method. Based on the results of the study, it was shown that the kamal card was effectively used as an alternative to the Arabic vocabulary learning media seen from the differences in Student's pre-test and post-test scores. The results of the t-test are obtained t ^ (count)> t ^ table. In the Class "B" series 1 and series 2 t ^ (count) it is 5.390 and 6.890, while the class "D" series 1 and series 2 t ^ (count) are 9.335 and 9.054 with coefficients (dk = 6) then t ^ table between the two classes are the same (2,466). Keywords: kamal card, game media, mufrodat.

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vocabulary to young learners

10.31227/osf.io/p4xc9 ◽

2019 ◽

Author(s):

nurul isnaini

Keyword(s):

Academic Achievement ◽

Second Language ◽

Reading Comprehension ◽

Language Acquisition ◽

Foreign Language ◽

Vocabulary Learning ◽

Learning To Read ◽

Young Learners ◽

Foreign Language Acquisition ◽

Speak Up

Vocabulary learning is very important for people who learn English both as foreign language and as second language. Tozcu and Coady (2004: 473) point out learning vocabulary is an important aspect of language two and foreign language acquisition and academic achievement and is vital to reading comprehension and proficiency, to which it is closely linked.Vocabulary is also an essential skill for learning to read, speak, write and listen. Without sufficient vocabulary, people cannot communicate and express their feeling both in form of spoken and written effectively. The more people master vocabulary the more they can speak, write, read and listen as they want. Wilkins in Thornbury (2004: 13) states that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. It means that even someone has good grammar but it will be useless if they do not know many vocabularies. In addition, it is supported by Ur (1996: 60) that vocabulary is one of important things to be taught in learning foreign language because it will be impossible to speak up without variety of words.

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