The Effect of Two Online Versions of Etymological and Nonetymological-based Games on Vocabulary Learning and Retention of Iranian Language Learners: An Educational Intervention

Document Type : Original Article

Authors

Department of TEFL and English Literature, Payame Noor University, (PNU), Tehran, Iran

Abstract

Background: Vocabulary learning is of paramount importance in language learning. Thus, effective ways of teaching new words are sought after by language teachers. This study aimed to investigate the effectiveness of three techniques of vocabulary teaching on learning and retention.
Methods: Initially, 80 upper intermediate female learners of Iran Oxford institute in Tehran participated in this one sample time series quasi-experimental study. Based on the Oxford Online English -Vocabulary Level Test, 37 learners were qualified. In Summer 2021, they took part in the first phase and received the routine treatment. The same students took part in the first experimental group and received the non-etymological-based online game, although only 33 students turned up. In the last stage, the number of participants reduced to 30; therefore, the data analyses were done with 30 students. After each stage, a posttest and a delayed posttest (taken from Building English Vocabulary with Etymology from Latin) were administered. One way ANOVA and Scheffe’s Test were run to compare the groups.
Results: The results indicated that the etymological game group outperformed (M=13.16, SD=1.17) the non-etymological (M=12.00, SD=2.33, P=0.04) and control groups (M=11.10, SD=1.53, P<0.001). Moreover, the difference between the non-etymological group and the control group was significant (P=0.048). In the delayed posttest, a significant difference was detected between the etymological game group and the control group (P<0.001). Besides, the etymological game group gained a significantly higher mean score mean score (M=12.40, SD=1.83) than the non-etymological game group (M=9.93, SD=1.99) (P<0.001). However, the non-etymological game group did not significantly outperform the control group (P=0.915).
Conclusion: The results of post- and delayed post-tests indicated that the etymological game group had the best result followed by non-etymological game group.

Keywords

References

Davies, P., Pearse, E. Success in English Teaching: A Complete Introduction to Teaching English at Secondary School Level and Above. Hong Kong: OUP Oxford. 2000. 
Ellis, N.C. The Psychology of Foreign Language Vocabulary Acquisition: Implications for Call. Computer Assisted Language Learning: 2006;9(2):103-128. htt ps://doi. org/10.1080/0958822940080202
Mehrpour, S., Razmjoo, S. A., Kian. P. The Relationship between Depth and Breadth of Vocabulary Knowledge and Reading Comprehension among Iranian EFL Learners. Journal of English Language Teaching and Learning.2011; 222(53):98-122.
Graham, S., Zhang, P. Learning Vocabulary Through Listening: The Role of Vocabulary Knowledge and Listening Proficiency. Language Learning. 2020;70(4):1017-1053. https:// doi.org/10.1111/lang.12411
KILIÇ, M. Vocabulary Knowledge as a Predictor of Performance in Writing and Speaking: A Case of Turkish EFL Learners. PASAA: Journal of Language Teaching and Learning.2019;57:134-156.
Schmitt, N., D. Vocabulary in Language Teaching ( 2nd e d.). C ambridge, U K: Cambridge University Press.2000. 
Davoudi, M., Yousefi, H. English Vocabulary Made Simple. Sabzevar, Iran: Ketabesefid;2009. 
Fekri, A. The Effect of Etymology Instruction on Vocabulary Learning of Upper-Intermediate EFL Iranian Learners. Unpublished master’s thesis. Sabzevar Tarbiat Moallem University, Sabzevar, Iran.2011.
Zolfagharkhani1, M., Ghorbani Moghadam, R. The Effect of Etymology Instruction on Vocabulary Learning of Upper-Intermediate EFL Iranian Learners. Canadian Social Science. 2011;7(6):1-9. https://doi.org/10.3968/j. css.1923669720110706.180
Clark, J. M., Paivio, A. Dual coding theory and education. Educational Psychology Review.1991; 3: 233-262. https://doi. org/10.1007/bf01320076
Boers, F., Eyckmans, J., Stengers, H. Presenting figurative idioms with a touch of etymology: more than mere mnemonics. Language Teaching Research. 2007;11: 43-62. https://doi. org/10.1177/1362168806072460
Aziznezhad, M., Hashemi, M. Etymology: a word attack strategy for learning the English Vocabulary. Procedia - Social and Behavioral Sciences. 2011; 28:102 -106. https://doi.org/10.1016/j.sbspro.2011.11.021
Turgut, Y., Irgin, P. Young learners’ language learning via computer games. Procedia Social and Behavioral Sciences, 1.2009;760–764. https://doi.org/10.1016/j. sbspro.2009.01.135
Melor, M.Y., Emily, L.Y.Y., Aina, H.M.K., Norsharina, M.Y. Acquisition of Vocabulary in Primary Schools Via Gopic with Qr Code. International Journal of English Language and Literature Studies. 2020;9(3):121-131. h ttps://doi. org/10.18488/journal.23.2020.93.121.131
Koivisto, J., Hammari, J. The rise of motivational information systems: A review of gamification research. International Journal of Information Management.2019; 45: 191-210. https:// doi.org/10.1016/j.ijinfomgt.2018.10.013
Deterding, S., Dixon, D., Khaled, R., Nacke, L. From Game Design Elements to Gamefulness: Defining “Gamification”. MindTrek ‘11: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments.2011;9-15. https://doi. org/10.1145/2181037.2181040
Hamari, J., Koivisto, J. Why do people use gamification services? International Journal of In formation Management. 2015;35:419–431. https://doi.org/10.1016/j. ijinfomgt.2015.04.006
Huotari, K., Hamari, J. Defining Gamification - A Service Marketing Perspective. Proceeding of the 16th International Academic MindTrek Conference on - MindTrek ‘12 - Defining gamification.2012;17-22. doi:10.1145/2393132.2393137
Waluyo, B., Leal, J. The Impact of Gamified Vocabulary Learning Using Quizlet on Low-Proficiency Students. Computer-Assisted Language Learning, 2021;22(1):158-179.
Medina, E. G. L., Hurtado, C. P. R. Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 2017;4(12): 441-449. https://revistapublicando.org/revista/ index.php/crv/article/view/673 
Weissheimer, J., de Souza, J. G. M., Antunes, J. P. L., & de Souza Filho, N. S. Gamification and L2 vocabulary learning: The Vocabox experience in the languages without borders program. Revista Linguagem & Ensino,2019; 22(4):1136-1154. https://doi.org/10.15210/ rle.v22i4.16453
Asyiah, D. N. The Vocabulary teaching and vocabulary learning: Perception, strategies, and influences on students’ vocabulary mastery. Journal Bahasa Lingua Scientia, 2017;9(2):293–318. https:// doi.org/10.21274/ls.2017.9.2.293-318 
Brown, D. Principles of Language Learning and Teaching. (sixth ed). United States of America: Pearson. 2014. 
McKeown, M. G., Beck, I. L. Learning Vocabulary: Different Ways for Different Goals. Remedial and Special Education, 1988;9, 42-46. https://doi. org/10.1177/074193258800900108 
Shostak, J. The value of direct and systematic vocabulary instruction. [Electronic version]. Professional Development Series. 2002; 7:1-2. 
Ausubel, David P., Youssef, M. The Effect of Spaced Repetition on Meaningful Retention. The Journal of General Psychology, 1965;73(1):147–150. doi:10. 1080/00221309.1965.9711263
Ausubel, D.P. The psychology of meaningful verbal learning. New York: Grune & Stratton; 1963. 28 Rivers, W. M. Teaching Foreign-Language Skills. Chicago, Illinois: University of Chicago Press.1981. 
Francis, M. A., Simpson, M. L. Vocabulary development. In R. F. Flippo and D. C. Caverly (Eds.), Handbook of College Reading and Study Strategy Research. New York: Routledge. 2009;97-120. https://doi.org/10.4324/9780203894941. ch5 
Yip, F. W., Kwan, A. C. Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International. 2006;43(3):233-249. https:// doi.org/10.1080/09523980600641445
Lin, C.-C., Chan, H.-J., Hsiao, H.-S. EFL students’ perceptions of learning vocabulary in a computer-supported collaborative environment. TOJET: The Turkish Online Journal of Educational Technology, 2011;10(2):91-99.
Lin. Improving the Academic Vocabulary of Tertiary Learners Through Direct Vocabulary Instruction with Gamification. (Doctoral dissertation, Wawasan Open University). 2018. 
l-Azawi, R., Al-Faliti, F., Al-Blushi, M. Educational Gamification Vs. Game Based Learning: Comparative Study. International Journal of Innovation, Management and Technology, 2016;7(4): 131-136.ht t ps://doi.org /10.18178/ ijimt.2016.7.4.659
Kapp, K.M., The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley& Sons. 2012; 25-50. 
Whitton, N. Digital Games and Learning: Research and Theory. Hoboken: Taylor and Francis.2014. 
Figueroa-Flores J. F. Gamification and Game-Based Learning: Two Strategies for the 21st Century Learner. World Journal of Educational Research. 2016;3(2):507-520. https://doi.org/10.22158/wjer. v3n2p507.
Hung, A.C.Y. Gamification as Design Thinking. International Journal of Teaching and Learning in Higher Education. 2018;30(3), 549-559. ISSN 1812-9129 
Chapman, J. R., Rich, P. J. Does Educational Gamification Improve Students’ Motivation? If So, Which Games Elements Work Best? Journal of Education for Business. 2018;93: 314-321. https://doi.org/10.1080/08832323.2018.1 490687 
Lam, S. L. Use of gamification in vocabulary learning: A case study in Macau. Proceedings of the 4th CELC Symposium ,2014;90 -97. 
Furdu, I., Tomozei, C., & Köse, U. Pros and Cons of Gamification and Gaming in Classroom. Brain: Broad Research in Artificial Intelligence and Neuroscience. 2017;8(2), 56-62. 
Martí-Parreño, J., Seguí-Más, D., & Seguí-Más, E. Teachers’Attitude Towards and Actual Use of Gamification. Procedia-Social And Behavioral Sciences. 2016;682-688. https://doi:10.1016/j. sbspro.2016.07.104 
Calongne, C. & Hiles, J. Blended Realities: A Virtual Tour of Education in Second Life. In Proceedings Of TCC 2007;70-90. Tcchawaii. Retrieved From: HYPERLINK "https://www.learntechlib. org/P/43804/" HYPERLINK "https:// www.learntechlib.org/P/43804"Https:// Www.Learntechlib.Org/P/43804 
Gentile, D. A., Choo, H., Liau, A., Sim, T., Li, D., Fung, D., & Khoo, A. (2011). Pathological Video Game Use among Youths: A Two-Year Longitudinal Study. Pediatrics. 2011;127(2), 319-329. HYPERLINK "https://doi.org/10.1542/ peds.2010-1353" HYPERLINK "https:// doi.org/10.1542/peds.2010-1353"https:// doi.org/10.1542/peds.2010-1353

Files

Share

How to cite

Statistics