Vocabulary Acquisition in English as a Foreign Language: Digital Gameplaying The Sims

Lorenset, Caroline Chioquetta; Tumolo, Celso Henrique Soufen

doi:10.15210/rle.v22i4.16642

Cited by 9 publications

(12 citation statements)

References 15 publications

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“…This approach includes four components : the first one is the somatic through which the teacher asked students to find out the taught vocabulary in or out of the class. This develop their vocabulary as it was proved in (Kelley,2010;Endayani;Liu, 2014 ;Lorenset,2009;Lorenset, and Tumolo, 2019. ) The second component of SAVI approach is the auditory through which the teacher were writing words on the board and pronouncing them for students or playing a CD on to give them the chance to listen to the right pronunciation of words and this improved the participants' listening skill as was proved in (Durmus and Gulec ,2015;Kurniawati, et al , 2013, Pancasilawan, 2013.…”

Section: Discussionsupporting

confidence: 56%

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The Using of SAVI(Somatic ,Auditory ,Visual and Intellectual approach) in Improving Vocabulary, Listening and Creative Thinking Skills of Elementary Stage Pupils

2020

مجلة کلیة التربیة

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The main purpose of this research is to determine the impact of SAVI(Somatic ,Auditory ,Visual and Intellectual approach) in improving vocabulary, listening and creative thinking skills of elementary stage Pupils .Three statistical hypotheses were set to guide this research. The research adopted the one treatment group design to examine the research hypotheses. The participants consisted of (N=40) fourth year primary stage pupils at Dawaa school in Beni suef .The instruments of the study represent in a pre-post vocabulary test ,a prepost listening test, and a pre-post creative thinking test. The research results revealed that SAVI has an impact on improving vocabulary, Listening and creative thinking skills of elementary stage pupils. This research has implications both for researchers conducting classroomresearch and language teachers.

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Section: Discussionsupporting

confidence: 56%

“…The results of Lorenset and Tumolo (2019) indicated that the Sims is effective for vocabulary acquisition in EFL as it uses common vocabulary and offers contextual learning as well as a new virtual life for players. Sok (2014,p.21) indicated that research in vocabulary acquisition has developed.…”

Section: Developing Vocabularymentioning

confidence: 99%

The Using of SAVI(Somatic ,Auditory ,Visual and Intellectual approach) in Improving Vocabulary, Listening and Creative Thinking Skills of Elementary Stage Pupils

2020

مجلة کلیة التربیة

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“…The findings displayed that the use of computer games as an instructional means can influence the way how computer games are used in the lectures, the characteristics of the game, in-class hardware and software infrastructure, and the perceptions and attitudes of teachers and pupils towards the computer games. Lorenset and Tumolo [32] revealed that games could enhance students' physical and mental capabilities, attract respondents' attention all the time, and put them in a competition with themselves and others to achieve specific goals.…”

Section: Review Of the Literaturementioning

confidence: 99%

An Investigation of EFL Learners’ Vocabulary Retention and Recall in a Technology-Based Instructional Environment: Focusing on Digital Games

Patra

Shanmugam²,

Ismail

et al. 2022

Education Research International

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Using digital games in language learning is beneficial, but their effectiveness in the Bangladeshi EFL context has been overlooked. Therefore, the purpose of this research was to evaluate the impact of playing digital games on Bangladeshi EFL learners’ ability to remember and retain the language. The Oxford Quick Placement Test was given to 78 Bangladeshi English as foreign language students. Based on the findings, 50 primary school pupils were selected based on the convenient sampling method as the study’s target group for further investigation. Afterward, they were separated into two groups: one for the experiment and another for the CG. After that, all subjects were subjected to pretesting, and then, the therapy was administered. The EG was educated by the researcher via the use of digital games. The participants in the EG were taught English vocabulary via the use of a computerized game, which they found entertaining. On the other hand, the students of the CG received a traditional vocabulary teaching. After teaching 90 vocabulary in nine sessions, an immediate vocabulary posttest was conducted on both groups to determine the treatment’s possible effects on their vocabulary recall. Three weeks later, a delayed posttest was given to the participants to examine the effect of digital games on their vocabulary retention. The results of paired samples and independent sample t -tests showed that there was a significant difference between the immediate and delayed posttests of the EG and CGs in favor of the EG. The EG outperformed the CG both on the immediate and delayed posttests. This study has some implications for teaching and learning vocabulary.

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“…The most positive ratio was found in secondary school studies. These studies also included the most games for entertainment such as L.A. Noire [79,155] and The Sims [102,156]. These games were aimed at vocabulary and had a high concentration of game elements but were implemented for different reasons.…”

Section: Are There Differences Between Bespoke and Off-the-shelf Games Regarding Their Impact On Observed Outcomes Within A Specific Age mentioning

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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Vocabulary Acquisition in English as a Foreign Language: Digital Gameplaying The Sims

Cited by 9 publications

References 15 publications

The Using of SAVI(Somatic ,Auditory ,Visual and Intellectual approach) in Improving Vocabulary, Listening and Creative Thinking Skills of Elementary Stage Pupils

The Using of SAVI(Somatic ,Auditory ,Visual and Intellectual approach) in Improving Vocabulary, Listening and Creative Thinking Skills of Elementary Stage Pupils

An Investigation of EFL Learners’ Vocabulary Retention and Recall in a Technology-Based Instructional Environment: Focusing on Digital Games

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

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