Can an interactive digital game help French learners improve their pronunciation?

Cardoso, Walcir; Rueb, Avery; Grimshaw, Jennica

doi:10.14705/rpnet.2017.eurocall2017.691

Cited by 5 publications

(10 citation statements)

References 5 publications

(7 reference statements)

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“…As the only clearly negative result, Cardoso et al (2017) demonstrated that using a gamified tool (Prêt à Négocier) in a French course of intermediate level, did not show significant differences on oral skills (comprehensibility and fluency) between a treatment and a control group.…”

Section: Resultsmentioning

confidence: 90%

“…Practically all of them were conducted with the help of free applications that can be easily accessed or downloaded from the Internet and used whether on a computer or a mobile device. Most experiments incorporated a gamified resource especially created for the study (Berns, et al & Dodero, 2016;Cardoso, et al 2017;Liu, et al 2016;Palomo-Duarte et al, 2016;Perry, 2015), whereas Duolingo and Kahoot were the most popular commercial apps (Bustillo, et al 2017;Gafni, et al 2017;Hung, 2017;Iaremenko, 2017;Mateo-Gallego & Ruiz Yepes, 2018;Munday, 2016). English stands out among the second languages studied.…”

Section: Resultsmentioning

confidence: 99%

“…This is probably due to the fact that Gamification is often used exactly for that purpose: stimulating psycho-behavioural aspects like motivation and engagement. In fact, almost half of the studies (6) focussed only on psychobehavioural evidence such as motivation, engagement or attitudes towards the gamified experience (Barcena & Sanfilippo, 2015;Gafni et al, 2017;Iaremenko, 2017;Liu et al, 2016;Munday, 2016;Perry, 2015), five papers were focussed on a combination of psycho-behavioural and cognitive effects (Berns et al, 2016;Bustillo et al, 2017;Castañeda & Cho, 2016;Hung, 2017;Kétyi, 2016) and four were centred just on cognitive results (Cardoso et al, 2017;Mateo-Gallego & Ruiz Yepes, 2018;Palomo-Duarte et al, 2016;Purgina, Mozgovoy, & Blake, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…4 (Berns et al, 2016), (Bustillo et al, 2017), (Castañeda & Cho, 2016), (Hung, 2017) Positive both on learning achievement and attitude towards gamification 3 (Iaremenko, 2017), (Liu et al, 2016), (Perry, 2015) Positive on engagement and motivation 2 (Barcena & Sanfilippo, 2015), (Gafni et al, 2016) Positive on attitude towards gamification 2 (Palomo-Duarte et al, 2016), (Purgina et al, 2019) Positive on learning achievement 1 (Kétyi, 2016) Positive on learning achievement and motivation but with no correlation Mixed methodologies combining quantitative and qualitative research seemed to be predominant in this research field (Barcena & Sanfilippo, 2015;Berns et al, 2016;Castañeda & Cho, 2016;Hung, 2017;Kétyi, 2016;Mateo-Gallego & Ruiz Yepes, 2018;Munday, 2016;Perry, 2015). There were also a considerable number of researchers who chose purely quantitative methods (Bustillo et al, 2017;Cardoso et al, 2017;Gafni et al, 2016;Iaremenko, 2017;Palomo-Duarte et al, 2016, Purgina et al, 2019, but qualitative research on its own was used in just one study (Liu et al, 2016).…”

Section: No Of Papers Authors Resultsmentioning

confidence: 99%

“…Among those studies including quantitative methodology, five papers (Cardoso et al, 2017;Hung, 2017;Kétyi, 2016;Mateo-Gallego & Ruiz Yepes, 2018;Purgina et al, 2019) out of fourteen included a comparative method using pre-and post-tests with control and experimental groups. (Berns et al, 2016), (Castañeda & Cho, 2016), (Hung, 2017), (Kétyi, 2016), (Mateo-Gallego & Ruiz Yepes, 2018), (Munday, 2016), (Perry, 2015) Quantitative and qualitative (Hung, 2017), (Kétyi, 2016), (Mateo-Gallego & Ruiz Yepes, 2018) 6 (Bustillo et al, 2017), (Cardoso et al, 2017), (Gafni et al, 2016), (Iaremenko, 2017), (Palomo-Duarte et al, 2016), (Purgina et al, 2019) Quantitative (Cardoso et al, 2017), (Purgina et al, 2019) 1 (Liu et al, 2016) Quantitative None…”

Section: No Of Papers Authors Resultsmentioning

confidence: 99%

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Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019

Boudadi

2020

eurocall

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<h4>This paper focuses on a fairly new motivational technique, the so-called Gamification, which consists of introducing game mechanics in non-game environments to promote motivation and engagement. By the turn of the 21rst century, Gamification took off in the business field and soon after became an attractive concept for researchers and professionals in education as it appears to be an increasingly popular method to motivate learners. Nevertheless, it is still a nascent field in terms of empirical evidence available to firmly support its educational benefits. This paper intends to shed some more light on this topic through a comprehensive review of literature published in the most prominent journals. The present study is framed within the field of Second Language Acquisition (SLA) in higher education and Computer-Assisted Language Learning, and focuses on the effects of gamified learning environments on student’s motivation and learning. A Meta-analysis method was used to explore relevant empirical research published between 2011 and 2019. After reviewing a corpus of 68 papers drawn from the leading databases Scopus and Web Of Science, and from which only 15 could be included in the study, we can point out two main findings: (i) there is still very limited literature in the field of SLA and, (ii) results seem to be predominantly positive in terms of motivation and engagement but only a few studies confirm clear interconnections with learning outcomes. The results suggest a lack of solid correlations between Gamification, motivation and cognitive processes. </h4>

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Section: Resultsmentioning

confidence: 90%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: No Of Papers Authors Resultsmentioning

confidence: 99%

Section: No Of Papers Authors Resultsmentioning

confidence: 99%

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Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019

Boudadi

2020

eurocall

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CANDA: computer-assisted nonlinear dynamic approach for the L2 teaching in blended and distance learning

Bahari

2020

Interactive Learning Environments

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Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching

Özkurkudis

Bümen

2021

Journal of Education and Future

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Action research was carried out in the preparatory program of a foundation university to examine the effectiveness of cartoon discussions in vocabulary acquisition. Students were shown cartoon videos based on the theme of the textbook unit and were asked to answer the guiding questions including the target vocabulary implicitly or explicitly. Students were divided into randomly selected groups and were asked to complete a task using the vocabulary acquired through the learning management system. The students (n=19) were given a pre-and post-test with words that they were supposed to learn during the eight-week process. The tests were assessed by three different teachers (the W-coefficient was found as .944 for inter-rater reliability) using a pre-prepared rubric by the researchers. To evaluate students' perceptions, at the end of the process, students were given a questionnaire. Findings revealed that the post-test results of the students, who acquired vocabulary through cartoon discussion and practiced collaboratively through the learning management system, were significantly higher compared to their pre-test results. Students expressed positive views concerning this method in the questionnaire applied. Acquisition of vocabulary through cartoon discussions was found effective and was well-received by students.

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Can an interactive digital game help French learners improve their pronunciation?

Cited by 5 publications

References 5 publications

Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019

Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019

CANDA: computer-assisted nonlinear dynamic approach for the L2 teaching in blended and distance learning

Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching

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