Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

Abstract

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

The Use of Board Games to Develop English Vocabulary of Ornamental and Flowering Plants Sold in the Community of Primary 5 (Grade 5) Students at Nikornradburana School, Thailand

“…The students also were asked about their satisfaction after learning the English vocabulary by using board games. The results were also consistent with [9] that learning vocabulary by using games led to more effectiveness for vocabulary retention because of relaxation, excitement, and [5] also mentioned that games could encourage the better retention of new vocabulary. This is supported by the research of [10] showing that besides the students play the games actively, board games could help students increase their memory retention of theme-based vocabulary.…”

Students’ Vocabulary Learning Strategies of Discovery and Consolidation in Malaysian Primary School English Language Classrooms

“…It is interesting to note that the mechanical approach was preferred despite the students being exposed to other VLS as indicated in the interview. Their preference for cognitive strategies implies the importance they place on memory retention when learning vocabulary (Razali et al, 2017;Stavy et al, 2019). This emphasis is possibly due to the lack of sufficient opportunities to learn vocabulary (Rafiah et al, 2016;Yee & Wahab, 2016).…”

“…The learners were also observed to be actively involved while playing the cards and they reported finding the experience enjoyable (Razali et al, 2017). Stavy et al (2019) investigated the use of language games in supporting vocabulary retention among primary three ELLs in one rural school in Sarawak. This quasi-experimental research employed a one group pre-test and post-test design which used vocabulary retention tests.…”

Using Word Games to Improve Vocabulary Retention in Middle School EFL Classes

“…To begin with, games appear to be successful in providing learners with motivation in language learning, especially for young language learners aged 4 to 12, who typically view games as a key motivator for their learning [12]. Eryilmaz [23] proved this in a study he conducted in a Turkish primary school in 2008.…”

“…In this light, the importance of "repetition of previous experience in a more relaxed setting" is emphasized, implying that learning in a less stressful or stress-free environment plays an important role in the language learning process. Games are "simple illustrations of language usage and the behavior through which the language is woven" from a linguistic standpoint [12,13]. There are several different types of games, each of which focuses on a different aspect of language or ability.…”