CALL in the Form of Simulation Games: Teaching English Vocabulary and Pronunciation through Sims

Meihami, Hussein; Meihami, Bahram; Varmaghani, Zeinab

doi:10.18052/www.scipress.com/ilshs.8.57

Cited by 14 publications

(13 citation statements)

References 7 publications

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“…Alemi (2010) found that word games have a positive effect on vocabulary development as part of second language acquisition. Meihami, Varmaghani and Meihami (2013) strengthened these findings, arguing that CALL and especially simulation games have a significant effect on better English vocabulary and pronunciation learning. Their findings were based on an experiment during which sailors and mariners were divided into 2 groups.…”

Section: Learning Through Gamificationmentioning

confidence: 87%

Learning Foreign Languages Using Mobile Applications

2017

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Aim/PurposeThis study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners' attitudes towards the process of learning, and more specifically in voluntary and mandatory environments. Background Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. MethodologyThe study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application and filled in before and after questionnaires. The other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. The second group answered another questionnaire tailored to more experienced users. The findings were analyzed using IBM SPSS version 22, and a model was examined with Partial Least Squares Structural Equation Modeling. Contribution This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. FindingsMost of the participants found the MALL Duolingo application enhanced the learning process. The gamification characteristics, ease of use, ubiquity and selfLearning Foreign Languages Using Mobile Applications 302 learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. However, some statistically significant differences were found between the groups, referring to the characteristics of the application, among them ubiquity, lack of human feedback and simplicity of use. Recommendations for PractitionersThe research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for ResearchersResearchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is an opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote an...

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Section: Learning Through Gamificationmentioning

confidence: 87%

Learning Foreign Languages Using Mobile Applications

2017

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“…The aim of this study was to investigate the effect of different glossing types on learning L2 vocabulary in an EFL context [15][16][17][18][19][20][21][22]. To draw the conclusion on this aim, first a comparison have done between the no glossed condition and glossed condition.…”

Section: Resultsmentioning

confidence: 99%

Vocabulary Glossing: A Comparison between L1 Gloss and L2 Gloss in EFL Context

Meihami

2013

ILSHS

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ABSTERACTThis paper describes a study exploring the effect of vocabulary glossing, L1 gloss, L2 gloss and no gloss, on L2 vocabulary learning. A total of 60 intermediate Iranian students participated in this study. They were divided into three groups: Group one in which students read a text that its new vocabularies were glossed in L1 (Persian); Group two in which new vocabularies were glossed in L2 (English) and group three with No gloss provided. Each group was going to take a vocabulary test at the end of the study based on the provided vocabulary glosses during the study. For the purpose of this research a pretest posttest design was run. The comparison between the three groups pinpointed that No glossed condition had significant difference with L1 and L2 glossing, but there was no significant difference between L1 and L2 vocabulary glossing even though the mean score in L1 glossing condition had improved more than L2 glossing condition in the posttest. It was also revealed that EFL students had positive attitude toward L1 vocabulary glossing.

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“…According to Meihami, Meihami, and Varmaghani (2013) "a simulation game tries to copy various activities of real life in the form of games for different purposes: training, analysis, or prediction. Some examples are war, business, and role games" (p. 60).…”

Section: Simulationmentioning

confidence: 99%

“…In education we find experiences such as metaverses, where participants can choose and design an avatar, receive a conference or virtual class, and be transported from one context to another simply by moving the avatar and creating learning communities according to their tastes, needs, and interests. Meihami et al (2013) pointed out that "the simulation gives users the feeling of being in a real context that requires the development of motor skills and analysis to understand these environments and know how to behave in them as they would in real life" (p. 61).…”

Section: Simulationmentioning

confidence: 99%

Creating Machinima (3D) and Real Life Videos in an ESP Classroom

Alpala¹,

Garcia²

2018

Profile: Issues Teach. Prof. Dev.

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This research paper reports on the development of oral presentation skills in a 3D virtual world called Moviestorm machinima, in contrast with real-life videos. In this way, the implementation of both types of videos sought to promote the improvement of oral communication skills, specifically oral presentations in a foreign language, as well as promoting collaborative work. The study involved 60 students from different semesters of a private Colombian university from the schools of electronic engineering, computer science, and law, focusing on English for specific purposes. The results showed how students from different faculties worked collaboratively to achieve one goal: improve their oral presentation skills.

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CALL in the Form of Simulation Games: Teaching English Vocabulary and Pronunciation through Sims

Cited by 14 publications

References 7 publications

Learning Foreign Languages Using Mobile Applications

Learning Foreign Languages Using Mobile Applications

Vocabulary Glossing: A Comparison between L1 Gloss and L2 Gloss in EFL Context

Creating Machinima (3D) and Real Life Videos in an ESP Classroom

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