The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Abstract

This study aimed at fostering Egyptian English sophomores' phrasal verbs comprehension and production through implementing a suggested program that combined some Focus on Form techniques and Gamified Learning activities. Participants were sixty-four students in two intact classes, and they were randomly assigned into an experimental group and a control group of thirtytwo students each. The experimental group was taught English phrasal verbs according to the proposed program over a period of ten weeks during the spring 2023 semester of the academic year 2022/2023. The control group was taught the same phrasal verbs according to the regular method. The study focused on ten phrasal verbs categories. These were (a) food and drinks, (b) weather, (c) change, (d) education, (e) work, (f) travel and transportation, (g) daily activities, (h) health and fitness, (i) clothing and appearance as well as (j) money and shopping phrasal verbs. The study instruments were a pre/post phrasal verbs comprehension test and a pre/post phrasal verbs production test. Posttests results revealed that the experimental group significantly surpassed the control group in overall phrasal verbs comprehension and production as well as in their ability to make meaning of and produce each of the specified phrasal verbs categories. Moreover, comparing the experimental group's means on both pre-/posttests revealed the tangible progress in their comprehension and production of the target phrasal verbs. Therefore, it was concluded that the proposed program was effective in enhancing phrasal verbs comprehension and production among Egyptian English sophomores.