Vocabulary Acquisition via Drama: Welsh as a second language in the primary school setting

Kalogirou, Konstantina; Beauchamp, Gary K.; Whyte, Shona

doi:10.1080/09571736.2017.1283351

Cited by 15 publications

(20 citation statements)

References 31 publications

(21 reference statements)

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“…The methodology is the basic techniques or methods used to identify, collect, retrieve, and interpret information on the topic ( Paul, 2000 ). A quantitative study using a quasi-experiment (Pre-test and Post-test) was conducted by ( Hsu, Hwang & Chang, 2013 ) ( Wu, 2018 ) ( Chang et al, 2013 ) ( Kalogirou, Beauchamp & Whyte, 2017 ) ( Fisser, Voogt & Bom, 2012 ) to collect data through questionnaires whereas, a quantitative study using questionnaire only was conducted by ( Zhang, 2016 ) ( Kohnke, Zhang & Zou, 2019 ) ( Bourekkache & Kazar, 2020 ). A mixed-method approach was used ( Amer, 2014 ) ( Botero, Questier & Zhu, 2018 ) ( Ou-Yang & Wu, 2016 ; Quan, 2016 ) ( Önal, Çevik & Şenol, 2019 ; Zhang & Pérez-Paredes, 2019 ) ( Ishaq et al, 2020b ) to conduct interviews and questionnaire for the collection of information, whereas a qualitative approach in which interviews were conducted by ( Hazaea & Alzubi, 2018 ) ( Makoe & Shandu, 2018 ).…”

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

“…Analysis of Variance: Analysis of variance (ANOVA) is a statistical method that evaluates a nominal level variable with two or more categories in a scale level dependent variable ( Statistics Solutions, 2013a ) was calculated by Liu, Li & Carlsson (2010) , Hsu, Hwang & Chang (2013) , Lin (2014) , Çakmak & Erçetin (2017) and Kalogirou, Beauchamp & Whyte (2017) .…”

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

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Mobile-assisted and gamification-based language learning: a systematic literature review

Ishaq

Zin

Rosdi

et al. 2021

PeerJ Computer Science

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Learning a new language is a challenging task. In many countries, students are encouraged to learn an international language at school level. In particular, English is the most widely used international language and is being taught at the school level in many countries. The ubiquity and accessibility of smartphones combined with the recent developments in mobile application and gamification in teaching and training have paved the way for experimenting with language learning using mobile phones. This article presents a systematic literature review of the published research work in mobile-assisted language learning. To this end, more than 60 relevant primary studies which have been published in well-reputed venues have been selected for further analysis. The detailed analysis reveals that researchers developed many different simple and gamified mobile applications for learning languages based on various theories, frameworks, and advanced tools. Furthermore, the study also analyses how different applications have been evaluated and tested at different educational levels using different experimental settings while incorporating a variety of evaluation measures. Lastly, a taxonomy has been proposed for the research work in mobile-assisted language learning, which is followed by promising future research challenges in this domain.

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Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

Section: Assessment and Discussion Of Research Questionsmentioning

confidence: 99%

Mobile-assisted and gamification-based language learning: a systematic literature review

Ishaq

Zin

Rosdi

et al. 2021

PeerJ Computer Science

View full text Add to dashboard Cite

show abstract

“…Her publication Words into Words, co-written with O'Neill (1998), illustrates this study, and introduces the theoretical framework of the approach, backing it up with empirical evidence. Since then, two decades of research have validated those findingsfocussing on questioning and turn-taking (Kao et al 2011); foreign language anxiety (Piazzoli 2011); multi-modality (Yaman Ntelioglu 2011); vocabulary acquisition (Kalogirou et al 2017); intercultural competence (Rothwell 2017); motivation (Stinson 2008). See Stinson and Winston (2011) and, more recently, Piazzoli (2018) for a comprehensive overview of research and practice.…”

Section: Performative Approaches In Lteaching and Learningmentioning

confidence: 94%

“It comes from you”: Agency in adult asylum seekers’ language learning through Process Drama

Dalziel

Piazzoli

2019

Language Learning in Higher Education

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In this paper, we present a study of adult asylum seekers learning Italian as a Second Language through Process Drama. Adopting an ecology of language approach, we first set the scene by examining some of the most salient issues regarding the language learning needs of asylum seekers and refugees, including the challenge of fostering both language proficiency and a sense of autonomy and agency. We then introduce the topic of performative, or drama-based pedagogy, focussing on how this has been adopted for second-language learning, presenting the main features of Process Drama. We go on to evaluate a number of drama-based projects aimed specifically at adult asylum seekers and refugees before presenting the specific context of this study. The Process Drama sessions, organised in the 2016/2107 year, were part of a project called “Cultura e Accoglienza”, which allowed for the enrolment of 30 asylum seekers as “guest students” at the University of Padova in Northern Italy. In particular, we look at one of the Process Drama sessions, in which the participants became members of an association of community workers welcoming migrants, and the teacher took on the role of the asylum seeker. Through the dramatic frame, we, as facilitators, drew on the learners’ expertise in settling into the Italian culture, and in welcoming new arrivals. Our aim was that of using ‘time’, ‘place’ and ‘role reversal’ as distancing devices to challenge the notion of ‘otherness’. The analysis from videos, focus groups and teacher journals suggests that the drama gave participants the chance to shift perspective, and that this impacted on their sense of agency as second language learners.

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“…There are various ways and methods to teach and learn vocabulary. Some of these are explanation and repetition (Sa'd & Rajabi, 2018), games (Anıl, 2011), vocabulary cards (Wikinson, 2017, and drama (Kalogirou, et. al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching

Özkurkudis

Bümen

2021

Journal of Education and Future

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Action research was carried out in the preparatory program of a foundation university to examine the effectiveness of cartoon discussions in vocabulary acquisition. Students were shown cartoon videos based on the theme of the textbook unit and were asked to answer the guiding questions including the target vocabulary implicitly or explicitly. Students were divided into randomly selected groups and were asked to complete a task using the vocabulary acquired through the learning management system. The students (n=19) were given a pre-and post-test with words that they were supposed to learn during the eight-week process. The tests were assessed by three different teachers (the W-coefficient was found as .944 for inter-rater reliability) using a pre-prepared rubric by the researchers. To evaluate students' perceptions, at the end of the process, students were given a questionnaire. Findings revealed that the post-test results of the students, who acquired vocabulary through cartoon discussion and practiced collaboratively through the learning management system, were significantly higher compared to their pre-test results. Students expressed positive views concerning this method in the questionnaire applied. Acquisition of vocabulary through cartoon discussions was found effective and was well-received by students.

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Vocabulary Acquisition via Drama: Welsh as a second language in the primary school setting

Cited by 15 publications

References 31 publications

Mobile-assisted and gamification-based language learning: a systematic literature review

Mobile-assisted and gamification-based language learning: a systematic literature review

“It comes from you”: Agency in adult asylum seekers’ language learning through Process Drama

Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching

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