Exploring the Success of GMT Technique: Games, Mind-Mapping, and Twitter Hashtags in Teaching Vocabulary in EFL Higher Education Environment

Abstract

Vocabulary is an essential element of language learning. Wide ranges of vocabulary along with grammatical competence guarantee learners to communicate in the language effectively. This study proposes an edutainment method for learning vocabulary by simply combining education and entertainment. This study aims to gain insights about learners’ opinions and perspectives about the use of a technique developed by the researchers as well as how participants feel about their learning. The study investigates the effect of employing Games, Mind-mapping and Twitter Hashtags as the GMT technique, on female Saudi university students’ achievement in English vocabulary. The study suggests that this technique which consists of interactive games, cognitive mind-mapping and the exploitation of technology in the form of twitter hashtags, all employed together, constitute a unified framework for activating students’ vocabulary learning. The sample in the study consisted of 150 students enrolled in the vocabulary building course during the second semester of the academic year 2018/2019. The participants were asked to respond to the questionnaire and they also took variant assessment tests, then their scores were compared to the results of other students who were not taught vocabulary using the technique in question. The findings ascertain the improvement and significant in the experimental group. In addition, the results reveal that the learners had mostly positive opinions on implementing the GMT technique which facilitated their language learning experience. The researchers conclude that the GMT technique can be an effective tool to promote students’ active engagement, motivation, and interaction in vocabulary learning.

The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students

“…Their comprehension and understanding of the vocabulary have also been enhanced. The findings of the study are similar to the studies conducted by (Alhajaji et al 2020;Camacho Vásquez and Ovalle, 2019;Karaaslan et al 2018;Miyazaki, 2019) who indicated that educational games are the key factors to improve vocabulary knowledge. Before this, they felt it was hard to learn English, but when the use of educational games was introduced in the classroom, students felt more energetic and excited to join in in the lesson given to them.…”

Teaching Vocabulary Using Game in SMP Muhammadiyah Ambarawa: A Case Study

“…The findings of teaching vocabulary using games are similar to Bircan [6], Arkan [7], Rizki & Wiharyanti [8], Misa [9], Ramadhaniarti [11], Usman et al [18], Amalia [17]. What is not in line with research on direct interaction games is the application of digital games or internet games when teaching vocabulary is the research of Bakar & Nosratirad [10], Chen et al [14], Alhajaji et al [21] and Hendra [23].…”

“…Research elementary school level from Bakhsh [16], Chen et al [14] and Amalia [17], For high school level there is research from Usman et al [18]. For even higher levels, there is research from Gozcu & Caganaga [12] and Alhajaji et al [21].…”

“…Alhajaji et al [21] researched exploring the success of GMT technique: games, mind-mapping, and Twitter hashtags in teaching vocabulary in EFL higher education Environment. This study aims to gain insight into the opinions and perspectives of learners about the use of techniques developed by researchers as well as how participants feel about their learning.…”

Roles of Edutainment in Teaching Vocabulary: Exploring the Perspectives of University EFL Instructors

“…Colace et al (2006) illustrated that the edutainment method could be delivered via various technological tools such as video games, television programs, computer devices, and multimedia. More recently, Alhajaji et al (2020) demonstrated that the edutainment method could be presented through social media platforms like Twitter, Facebook, YouTube, and WhatsApp.…”