Synthesis of Research on Video Games for the Four Second Language Skills and Vocabulary Practice (original) (raw)

Game-Enhanced Second Language Vocabulary Acquisition Strategies: A Systematic Review

This paper is a synthesis of 17 qualitative, quantitative, and mixed-method studies published over the last decade. The synthesis suggests that game-enhanced learning provides a set of effective strategies such as language repetitions, contextual clues, interaction with native speakers and peers, and imagery to practice and use second language vocabulary in the authentic context. Some of the strategies such as word lists, dictionaries, and vocabulary exercises are more beneficial when combined with native speakers or peers’ interactions. Due to high interactivity of games, note taking and media strategies provide less support for vocabulary learning. The lack of high quality studies and empirical data makes it difficult to draw conclusions about which video games strategies provide the most benefit. The synthesis of research identifies that generally game-enhanced practices are helpful for second language vocabulary enhancement.

Digital Games as Tools for Second Language Acquisition

The research described in this thesis is grounded in the fields of game design, linguistics, andESL(English As A Second Language) pedagogy in relation to the field of independent adult learning, specifically young adults (ages 18-40) in preliminary Higher Education (ages 18-25) . It considersthe case for independent digital-game based learning of foreign languages, in particular Englishasa second language. Initial literature has found that when it comes to learning as a subject, academia is far fromunifiedin its assertions on what conditions and situations best support learning. When language learningand game based learning are the specific subsets of learning being studied, researchers areevenless in agreement. While the majority of the research that has been done focuses on serious gamesand how they can benefit language learning with the support of an educator or institution, therearestill principles that can be applied to self-directed language learning through casual games. Guidelines were then developed to inform the design of the accompanying digital-game prototype, titled Deathless (2019), as a reflection of the principals and theories evaluated in this document. This research offers a rationale for using language education strategies that have beenfoundeffective in serious games, and implementing them in casual ones

Computer Games and Second Language Teaching

Abstract Computer games have become a major fun element in our lives and most people spend hours in front of the screen playing them. This study deals with this issue from a linguistic point of view. The goal pursued in this study is to find out whether playing computer games improve foreign language acquisition of elementary level Turkish children or not. 40 participants were tested in means of vocabulary, pronunciation and communications skills. Data was collected through a 50 item questionnaire which consists of a vocabulary starting from basic words to more complex ones, taken from different types of computer games and communication based multiple choice questions. As a result we have found that participants who play computer games have a better understanding of English words and phrases; on the contrary pronunciation of the participants who does not play computer games was much better. Keywords: computer games, computer assisted language learning, second language acquisition, foreign language learning, English vocabulary learning

Video Games: Their Influence on English as a Foreign Language Vocabulary Acquisition

GIST – Education and Learning Research Journal

In this particular project, a four-week video game-based activity is proposed, using videogames as main sources to improve participants' vocabulary. Moreover, the data gathered in the project is triangulated by using tests, teacher's journal, and students' journal during the four weeks. The project aims to demonstrate the bond between videogames and vocabulary acquisition as well as breaking the superstition that videogames cannot be helpful in EFL contexts. Besides, during the activity, students are asked to play two games, Scribblenauts and Age of Empires II. Consequently, the research tries to understand and analyze the process and roles students and teachers develop through the usage of videogames in an EFL classroom; reflecting upon experiences from the games.

Video Games as Vocabulary Enhancement Instrument in the 21 st Century Classroom

2019

In modern era, the use and implement of a new tool in the English as Second Language (ESL) classroom is imperativeas mean of ensuring the effectiveness of the lesson.At the same time the lack of effective technique to enhance vocabulary possession among ESL learners may leadto failure during the learning process. Even though there are too much hideous stereotyping about the video games, but this research still believesin the positive impact that can be delivered by this tool. Therefore, video game is considered asa solid tool that can facilitate and cater the need of the 21st century learners who are craving for technologies. This study reveals the effectiveness of the video games in enhancing young ESL learners’ vocabulary in Malaysian context. It is being conducted in a primary school in South of Malaysia which involves two ESL classrooms. The first group was assigned as control group and the later as experimental group. To ensure that the data is normally distributed, a normality...

Exploring EFL Students’ Gaming Experience in Acquiring Second Language Vocabulary

Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019), 2020

How students acquire a second language (L2) has been varied due to the development of information and communications technology (ICT). Different digital technologies, especially video games, which are used to assist students in acquiring language have been examined by researchers. However, studies exploring EFL students' gaming experience in acquiring a second language (L2) vocabulary is sparsely investigated. For that reason, this study aims at exploring how EFL students' gaming experience assists the students in acquiring their second language (L2) vocabulary. The data of this study were gained from EFL students' experience. Four EFL students were interviewed, and the data from the interview were analyzed through thematic analysis. Several of the initial questions given to the EFL students were used to stimulate the students to begin to tell their experience in playing games. Then, other questions were delivered to explore more about the story that the students have already told. The results of this study indicated that the games, particularly online games, have the potential to assist EFL students in acquiring second language (L2) vocabulary. Several principal reasons related to how games assist the students in acquiring new vocabulary emerged in this study. Pedagogically, this study contributes to the strategy of vocabulary teaching and learning which hopefully can be beneficial for EFL students and teachers.

Thorne, S. L., & Watters, E. (2013). Review of Language at Play: Digital Games in Second and Foreign Language Teaching and Learning. Language Learning & Technology, 17(3): 47-51.

The use of games as learning activities has likely existed for as long as have formal (or 'serious') approaches to teaching and learning. In the new millennium, it is difficult to avoid what would appear to be hyperbole in regard to digital gaming environments. The strong and growing interest in digital games, coupled with rapid technological advancements, have created what is unquestionably one of the most inventive, fast-moving, complex media enterprises currently in existence. Game designers draw upon academic research originating in psychology, computer science, and the learning sciences, and reciprocally, within the academy new degree programs such as game studies are emerging. While commercially produced recreational games benefit from the greatest influx of capital and expertise, approaches to structuring learning environments that leverage game mechanics and pedagogies are now routine in settings as diverse as the military, management training, museum kiosks, DNA research, social justice awareness, and increasingly, for the teaching and learning of otherwise conventionally defined academic content.

Digital games, literacy and language learning in L1 and L2

L1-educational Studies in Language and Literature, 2022

In this comparative systematic review, we analyse how the use of digital games inside and outside school settings might support primary and secondary students' literacy and language learning in relation to first language (L1) and second language (L2) educational contexts. Our findings indicate widely different patterns from utilising diverse game aspects, theories, and research methodologies in relation to the two different subject areas, which show that they are less convergent than what often is suggested in research that compares the two subjects in a globalised world. The L1 studies indicate positive findings with mainly commercial games in relation to writing, multimodal production, critical literacy, and, partly, to reading. The L2 studies report positive findings with educational games in relation to the investigated language skills (vocabulary, reading, and writing), though with an increasing number of studies conducted in outof-school settings examining commercial gaming practices. We discuss the findings from the two K-12 subjects using a cross-disciplinary perspective, and we suggest directions for future research.

Sustaining Vocabulary Acquisition through Computer Game: A Case Study

Asian Social Science, 2013

Learning vocabulary is not easy and it may be very frustrating to some learners. Many approaches have been taken to attract learners to learn new vocabulary. The aim of this case study is to explore how a computer game can be adapted as a learning tool to sustain adult vocabulary learning independently. This study used the existing SIM 3 game as a selected platform to investigate the vocabulary learning among ESL adult learners in an independent learning environment. Three adult ESL learners from different backgrounds participated in this study. Learners were examined on how they learned vocabulary and the learning experiences that helped them to gain new knowledge of English vocabulary while playing the game. A combination of mixed-data methods, including playing session observations, semi-structured interviews, a self-report checklist, pre-and post-tests and vocabulary lists, were used to collect extensive data. The findings show that computer games can be beneficial in sustaining language learning, especially in providing space to learn independently. With enough practice and consistent playing, along with the right objective of using it, a computer game can be utilized as a tool for independent learning to learn new vocabulary.

The Effect of Video Games on Iranian EFL Learners' Vocabulary Learning

The Reading Matrix : an International Online Journal, 2013

This study explored the effect of video games as a new tool for Iranian EFL (English as a foreign language) vocabulary learning. To conduct the study, 40 intermediate EFL learners, both male and female, were chosen through a TOEFL proficiency test. The participants were divided into two groups (10 males and 10 females in each): a control group and an experimental group. While the control group studied vocabulary via traditional classes, the experimental group experienced vocabulary learning (the same words) via a video game called Runaway: A Road Adventure. The results of the study revealed that learning vocabulary via video games is beneficial, and that males are more inclined toward video-game learning than females.