Assessing the Effects of Gamification on Developing EFL Learners’ Idiomatic Knowledge: Do Attitudinal Factors Contribute to the Learning of the Idioms with the Game? (original) (raw)

Learning English Idioms With a Web-Based Educational Game

Journal of Educational Computing Research, 2017

This article explores the usefulness of a web-based education game for learning English idioms and examines attitudinal factors contributing to the learning of the idioms with the game. The two studies reported in this article involved two groups of English as a foreign language students in two different contexts. The students were surveyed on their opinions of language learning and games and tested on their idiom knowledge before and after using the web-based educational game over a similar period of gameplay time. The studies found that both groups had significant gains in idiom knowledge, with some variation. It was also found that idiom knowledge improvement was largely mediated by willingness to learn English. In addition, other factors such as satisfaction and self-perception of improvement were noted. It is suggested that, in game-based language learning, attitudinal and motivational factors such as satisfaction with games and willingness to learn with games need to be carefu...

Using gamification in EFL vocabulary learning and learners ’ attitudes toward gamification use

2021

Although gamification is one of the latest education trends, it has not been investigated adequately in the Egyptian EFL context. Hence, this mixed-method study aimed to explore the effect of using gamification on Egyptian EFL learners' vocabulary knowledge and their attitudes toward gamification use. The study followed a pre-posttest quasi-experimental research design. A total of 68 English Majors in the Faculty of Education at New Valley University participated in this study. The instruments included a vocabulary test (APTIS), an attitude questionnaire (designed by the researcher), learning logs and follow-up interviews. The experimental group used Quizizz, whereas the control group used paper-based sheets. After a seven-week treatment period, the participants were post-tested. The results showed significantly increased vocabulary knowledge of the experimental group in the APTIS test compared to the control group. The effect size of the treatment was remarkable (Cohen’s d = 1....

The Effects of Two Technological Tools on Idiom Learning of Iranian EFL Learners:A MALL Perspective

odern language studies, 2016

This study aimed at exploring the effects of Telegram messenger and movie clips on idiom learning of Iranian EFL learners. To this end, 59 students were assigned to two experimental and one control group. In the control group, the idioms were taught conventionally using definitions and examples, but in the movie clips group the same idioms were taught by playing them on TV, and in the Telegram group, they were taught by sending pictures consisting of their definition and example. Finally, the participants in the Telegram and the movie clips groups completed a 10-item questionnaire to find out their attitudes toward learning idioms. The results revealed that both the Telegram and movie clips groups significantly outperformed the control group in the posttest. Thus, they can be used as effective educational tools for learning idioms and can help teachers to use and apply them in English courses to improve idiom learning. Moreover, the results of the questionnaires showed that the participants had positive attitudes towards using Telegram messenger and movie clips in learning idioms.

Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow

Computer Assisted Language Learning , 2022

This study investigated the effects of digital and non-digital gamification on EFL learners’ learning collocations, satisfaction, perceptions, and sense of flow. The participants divided into three groups of digitally gamified, non-digitally gamified, and non-gamified classes were 75 Iranian EFL students at B1 level. In each class, students were divided into two teams and received the treatment. The data collection instruments included a pretest and a posttest of collocation knowledge, the flow questionnaire, three open-ended questions, and a semi-structured interview. The results of ANCOVA revealed significant improvement in the collocation knowledge of the three groups. The results of an ANOVA revealed significant differences in the collocation posttest scores of digital and non-digital groups compared to that of non-gamified group. Additionally, both gamified groups were satisfied with using gamification for learning collocations, because they believed the class was highly competitive, encouraging them to collaborate and learn in teams. Both groups also had positive perceptions of implementing gamification for learning collocations, which included competition, teamwork, and challenging and fun learning environment. The results indicated that students of both gamified groups considerably experienced the sense of flow because their skills matched the challenges of the games, and they were absorbed in the games. This study recommends that EFL teachers implement gamification as an effective tool to tap into learners’ emotions and to engage them in learning English collocations.

Video Games and English Idioms: Toward Effective Learning

Abstract Learning English requires real life contexts where the stretches of language can be natively communicated. In addition, efficient learning of English in general is affected by the amount of exposure that EFL learners are expected to receive. Therefore, learning English cannot happen to be sufficient if it takes place only in classrooms, particularly in a non-native context. In fact, the learners can find a new scope for learning through video games that help enriching the learners' linguistic repertoire as well as creating an interactive communication with English. This research aims at exploring the role of video games in building up constructive learning of English idioms. The research also shows the significance of these games in creating full interaction between the players and the social contexts where idioms exist. Furthermore, it highlights on the motivating sense that such games can create, which leaves a tremendous effect on the learning of idioms within real l...

Students’ perceptions of using board game to learn idiom: a study on Idioms Hunter - Journey Beyond Words / Muhammad Irfan Mokhtar... [et al.]

2019

English literacy among ESL learners normally centres around the capability of learners to communicate in English competently. However, it is often a problem for ESL learners when the communication involves the use of idioms. Idioms are a figurative language where meaning cannot be taken literally. However, idioms rarely being included in the lesson of English, as many teachers choose to let learners learn them on their own. Learning idioms can be a dreadful experience for ESL learners as idioms are commonly used by native speakers and not oftenly used by ESL learners. Thus, a board game called ‘Idioms Hunter: Journey Beyond Words’ was designed to help ESL learners to acquire a better knowledge of idioms. This board game was inspired by the famous snake and ladder board game. However, ‘Idioms Hunter’ will give players a better experience as they will be playing to solve the mission by answering questions on idioms. This educational game will work as a stimulant to catch and captivate...

Literacy Development through Game-based Learning and Gamification in EFL in Primary Education: a Comparative Study

DIGILEC, 2024

This paper explores the integration of games into foreign language teaching through Game-Based Learning (GBL) and Gamification within the English as a Foreign Language (EFL) classroom at a public Primary School in Valencia, Spain. The study analyses the benefits of these approaches, emphasizing their unique contributions to language learning. To this end, both methodologies were implemented separately in two parallel classrooms using the same curricular contents and following the tenets of the Pedagogy of Multiliteracies (New London group, 1996). The primary objective was to foster students’ literacy development and empower them as meaning-makers in a second language through engaging game-based activities. Employing a qualitative approach, the study observed significant positive impacts on literacy development across conceptual, personal, sociocultural and aesthetic dimensions. A complementary quantitative analysis revealed a marked increase in student motivation, with most participants expressing high levels of excitement and satisfaction averages in both classes. The findings suggest that GBL and Gamification not only enhance student motivation and engagement in EFL but also promote cooperative learning through group activities. However, the results caution that these methodologies should not be seen as standalone solutions for effective teachingand learning. Rather than being opposing strategies, GBL and Gamification are complementary, each serving distinct purposes that can be harmoniously integrated within the classroom. Consequently, educators are encouraged to integrate both methodologies concurrently to optimize language learning outcomes.

Difficulties Facing Iranian EFL Senior High School Learners and Strategies They Use to Understand English Idioms

Issues in Language Teaching (ILT), 2018

The objectives of the present study were threefold: First, it sought to investigate difficulties Iranian EFL high school learners face to understand English idioms. Second, it attempted to explore intermediate EFL learners' language learning strategy preferences to comprehend idioms. Third, it aimed to examine whether there was a significant difference between successful and less successful students' strategy use in idiom comprehension. To this end, 200 Iranian male and female students from the three grades of different senior high schools in Qom, Iran, were selected through convenience sampling. They responded to a five-point Likert-scale questionnaire (Alhaysony, 2017), investigating the challenges of idiom comprehension. Afterwards, they took the Oxford Quick Placement Test. Ninety-eight of them were selected as intermediate learners. Third, they took a multiple-choice test on idiom comprehension, developed by the researcher, and responded to the Strategy Inventory for La...

The Impact of Online Games on Learning English Vocabulary by Iranian (Low-intermediate) EFL Learners.pdf

The present study reports the usefulness of online games in vocabulary learning of Iranian EFL students. The participants, (24) low-intermediate EFL learners, were randomly assigned to experimental and control groups. The experimental group learnt some new words via online computer games in 15 weeks. A vocabulary-based test, acting as pre-test and posttest, was conducted in the first and 15th weeks. The findings of the analyzed data indicated that the experimental group outperformed the control group statistically significant in the post-test. Therefore, on line games proved to be more effective in learning English vocabulary for these students.

Iranian EFL Learners’ Attitude towards Idioms in English

Iranian EFL learners have proven to have a positive attitude towards English in general. This study is an attempt to investigate the attitude of the Iranian EFL learners towards learning and producing idioms in particular. A random number of 40 students majoring in English translation and Literature at Isfahan University, Iran was surveyed using an attitude questionnaire. The domains used for the purposes of the study were: a) interest in English, b) attitudes towards learning English, and c) attitudes towards learning and producing idioms. The results revealed that participants have a very high positive attitude towards learning idioms.