Using Digital Games for Enhancing EFL Grammar and Vocabulary in Higher Education

Castillo-Cuesta, Luz

doi:10.3991/ijet.v15i20.16159

Cited by 24 publications

(21 citation statements)

References 38 publications

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“…Ba'alty [137] Educaplay [95] English Extras in Business with A, An, and The [83] LearningApps.org [125] Escribo Play and Learn [50] Socrative [133] Practice Spanish: Study Abroad [97] Phrasal Nerds [96] Liulishuo [106]…”

Section: Name Of Game Papersmentioning

confidence: 99%

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Govender

Arnedo-Moreno

2021

Sustainability

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Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps in the digital game-based learning research, this paper examines and categorizes observations about game elements used in published papers (n = 114) where serious and digital games were tested in language education settings. Game element analysis reveals that (1) the most frequently occurring elements in digital game-based language learning (DGBLL) are feedback, theme, points, narrative, and levels; (2) even though there was significant variance in the number of elements observed in DGBLL, both the bespoke and off-the-shelf games show similar high-frequency elements; (3) DGBLL has been applied to vocabulary acquisition and retention in many cases, but lacks implementation and testing in input and output language skills; (4) although there is some consensus on the most frequent elements, the design patterns of common elements according to age group and target language skill show considerable variance; (5) more research is needed on less common design elements that have shown promise in encouraging language acquisition. The synthesis of information from the collected papers contributes to knowledge regarding DGBLL application design and will help formulate guidelines and detect efficacy patterns as the field continues to grow.

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Section: Name Of Game Papersmentioning

confidence: 99%

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Govender

Arnedo-Moreno

2021

Sustainability

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“…Recent research investigated the impact of gamification on student achievement and motivation in language classrooms ( Bal, 2019 ; Ling, 2018 ; Rachels and Rockinson-Szapkiw, 2018 ; Wichadee and Pattanapichet, 2018 ). In some of these studies, web 2.0 tools ( Castillo-Cuesta, 2020 ; Osipov et al., 2015 ; Perry, 2015 ), or game elements integrated into the instructional design ( Bal 2019 ; Ling, 2018 ) were used for gamification. However, feedback ( Castillo-Cuesta, 2020 ; Perry, 2015 ), leader board and point ( Rachels and Rockinson-Szapkiw, 2018 ), competition ( Wichadee and Pattanapichet, 2018 ) and interaction ( Castillo-Cuesta, 2020 ) stand out among the game elements used in the research studies examined within the scope of the study.…”

Section: Literature Reviewmentioning

confidence: 99%

The effects of implementing gamified instruction on vocabulary gain and motivation among language learners

Sadeghi

Sağlık

Mede

et al. 2022

Heliyon

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“…Another important aspect is that vocabulary knowledge depends on how much the learner is involved in the learning process of acquiring new content; higher involvement will induce better retention of the words. Furthermore, nowadays, Gamification is possible through technology, which plays an essential role in providing language learners with a valuable learning experience (Castillo-Cuesta, 2020). Thus, adding fun will make the learning and training process much more enjoyable and compelling.…”

Section: Introductionmentioning

confidence: 99%

Vocabulary skills and virtual tools in students of A2 Universidad Católica de Cuenca

Carmona-Chica

Argudo-Garzón

2022

Koinonia

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The effect of the e-learning tools "Kahoot" and "Wordwall" on the learning of new vocabulary content in university students was examined. Explanatory type of experimental and control group. Data were collected through pre- and post-tests and a perception survey throughout this period. Accordingly, they were amused by the application of "Kahoot" and "Wordwall" in English class, as these platforms draw students' interest during the learning process, creating a pleasant environment for learning and teaching vocabulary effectively. In addition, they like competitive activities, so these interactive games motivate them to participate in the class.

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Using Digital Games for Enhancing EFL Grammar and Vocabulary in Higher Education

Cited by 24 publications

References 38 publications

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

The effects of implementing gamified instruction on vocabulary gain and motivation among language learners

Vocabulary skills and virtual tools in students of A2 Universidad Católica de Cuenca

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