Skip to main content Accessibility help
×
Home
Hostname: page-component-59b7f5684b-9m8n8 Total loading time: 0.283 Render date: 2022-09-26T04:35:01.498Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "useRatesEcommerce": false, "displayNetworkTab": true, "displayNetworkMapGraph": false, "useSa": true } hasContentIssue true

Article contents

Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners

Published online by Cambridge University Press:  04 April 2019

Chih-Ming Chen
Affiliation:
Graduate Institute of Library, Information and Archival Studies, National Chengchi University, Taipei City, Taiwan, ROC (chencm@nccu.edu.tw)
Huimei Liu
Affiliation:
Department of Statistics, National Chengchi University, Taipei City, Taiwan, ROC (amy1988liu@gmail.com)
Hong-Bin Huang
Affiliation:
Graduate Institute of Library, Information and Archival Studies, National Chengchi University, Taipei City, Taiwan, ROC (endless_1222@hotmail.com)

Abstract

Many studies have demonstrated that vocabulary size plays a key role in learning English as a foreign language (EFL). In recent years, mobile game-based learning (MGBL) has been considered a promising scheme for successful acquisition and retention of knowledge. Thus, this study applies a mixed methodology that combines quantitative and qualitative approaches to assess the effects of PHONE Words, a novel mobile English vocabulary learning app (application) designed with game-related functions (MEVLA-GF) and without game-related functions (MEVLA-NGF), on learners’ perceptions and learning performance. During a four-week experiment, 20 sophomore students were randomly assigned to the experimental group with MEVLA-GF support or the control group with MEVLA-NGF support for English vocabulary learning. Analytical results show that performance in vocabulary acquisition and retention by the experimental group was significantly higher than that of the control group. Moreover, questionnaire results confirm that MEVLA-GF is more effective and satisfying for English vocabulary learning than MEVLA-NGF. Spearman rank correlation results show that involvement and dependence on gamified functions were positively correlated with vocabulary learning performance.

Type
Regular papers
Copyright
© European Association for Computer Assisted Language Learning 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alfaki, I. M. (2015) Vocabulary input in English language teaching: Assessing the vocabulary load in spine five. International Journal of English Language and Linguistics Research, 3(1): 114.Google Scholar
Alqahtani, M. (2015) The importance of vocabulary in language learning and how to be taught. International Journal of Teaching & Education, III(3): 2134. https://doi.org/10.20472/TE.2015.3.3.002 CrossRefGoogle Scholar
Brooke, J. (1996) SUS: A ‘quick and dirty’ usability scale. In Jordan, P. W., Thomas, B., Weerdmeester, B. A. & McClelland, I. L. (eds.), Usability evaluation in industry. London: Taylor & Francis, 189194.Google Scholar
Butler, Y. G. (2015) The use of computer games as foreign language learning tasks for digital natives. System, 54: 91102.Google Scholar
Chu, H.-C., Hwang, G.-J., Tsai, C.-C. Tseng, J. C. R. (2010) A two-tier test approach to developing location-aware mobile learning systems for natural science courses. Computers & Education, 55(4): 16181627. https://doi.org/10.1016/j.compedu.2010.07.004 CrossRefGoogle Scholar
Coffield, F., Moseley, D., Hall, E. Ecclestone, K. (2004) Learning styles and pedagogy in post-16 learning: A systematic and critical review. London: Learning and Skills Research Centre.Google Scholar
Dolati, I. Mikaili, P. (2011) Effects of instructional games on facilitating of students’ vocabulary learning. Australian Journal of Basic and Applied Sciences, 5(11): 12181224.Google Scholar
Dondi, C. Moretti, M. (2007) A methodological proposal for learning games selection and quality assessment. British Journal of Educational Technology, 38(3): 502512. https://doi.org/10.1111/j.1467-8535.2007.00713.x CrossRefGoogle Scholar
Ehri, L. C. Rosenthal, J. (2007) Spellings of words: A neglected facilitator of vocabulary learning. Journal of Literacy Research, 39(4): 389409. https://doi.org/10.1080/10862960701675341 CrossRefGoogle Scholar
Educational Testing Service (ETS) (2011) New TOEIC Official Test-Preparation Guide III. Taipei: Chun Shin.Google Scholar
Evans, C. (2008) The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2): 491498. https://doi.org/10.1016/j.compedu.2007.09.016 CrossRefGoogle Scholar
Fotouhi-Ghazvini, F., Earnshaw, R. A., Robison, D. Excell, P. (2009) The MOBO city: A mobile game package for technical language learning. International Journal of Interactive Mobile Technologies, 3(2): 1924. https://doi.org/10.3991/ijim.v3i2.757 Google Scholar
Franciosi, S. J. (2011) A comparison of computer game and language-learning task design using flow theory. Computer Assisted Language Learning-Electronic Journal, 12(1): 1125.Google Scholar
Garris, R., Ahlers, R., Driskell, J. E. (2002) Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4): 441467. https://doi.org/10.1177/1046878102238607 CrossRefGoogle Scholar
Goodman, D., Bradley, N. L., Paras, B., Williamson, I. J. Bizzochi, J. (2006) Video gaming promotes concussion knowledge acquisition in youth hockey players. Journal of Adolescence, 29(3): 351360. https://doi.org/10.1016/j.adolescence.2005.07.004 CrossRefGoogle Scholar
Hogle, J. G. (1996) Considering games as cognitive tools: In search of effective “Edutainment”. https://files.eric.ed.gov/fulltext/ED425737.pdf Google Scholar
Huang, W.-H., Huang, W.-Y. Tschopp, J. (2010) Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55(2): 789797. https://doi.org/10.1016/j.compedu.2010.03.011 CrossRefGoogle Scholar
Hung, H.-C. Young, S. S.-C. (2007) Constructing the game-based learning environment on handheld devices to facilitate English vocabulary building. Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007): 348350. https://doi.org/10.1109/ICALT.2007.105 CrossRefGoogle Scholar
Jensen, E. (2005) Teaching with the brain in mind (2nd ed.). Alexandria: ASCD.Google Scholar
Jones, C., Ramanau, R., Cross, S. Healing, G. (2010) Net generation or digital natives: Is there a distinct new generation entering university? Computers & Education, 54(3): 722732. https://doi.org/10.1016/j.compedu.2009.09.022 CrossRefGoogle Scholar
Kang, J. (2012) Attributes and motivation in game-based learning: A review of the literature. The University of Texas at Austin, unpublished master’s thesis.Google Scholar
Ke, F. (2008) Computer games application within alternative classroom goal structures: Cognitive, metacognitive, and affective evaluation. Educational Technology Research & Development, 56(5–6): 539556. https://doi.org/10.1007/s11423-008-9086-5 CrossRefGoogle Scholar
Kukulska-Hulme, A. Shield, L. (2008) An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3): 271289. https://doi.org/10.1017/S0958344008000335 CrossRefGoogle Scholar
Laufer, B. Sim, D. D. (1985) Measuring and explaining the reading threshold needed for English for academic purposes texts. Foreign Language Annals, 18(5): 405411. https://doi.org/10.1111/j.1944-9720.1985.tb00973.x CrossRefGoogle Scholar
Li, C.-L. Haggard, S. Chen, S.-H. (2010)A study of Taiwan’s technical college students’ English learning strategies. Proceedings of the 2010 International Conference on ELT Technological Industry and Book Fair, 136–146. Taiwan: National Pingtung University of Science and Technology.Google Scholar
Liang, T. (1996) Cooperative learning in English education. Proceedings of the 5th International Symposium on English Education. Taipei, Taiwan: Crane Publishing Co., Ltd: 6571.Google Scholar
Liao, Y. F. (2004) A survey study of Taiwan EFL freshmen’s vocabulary learning strategies. Journal of Pingtung Teachers College, 21: 271288.Google Scholar
Lim, C. P. (2008) Global citizenship education, school curriculum and games: Learning mathematics, English and science as a global citizen. Computers & Education, 51(3): 10731093. https://doi.org/10.1016/j.compedu.2007.10.005 CrossRefGoogle Scholar
Mostafa, Z. Zahra, A. (2014) Exploring the effect of Java mobile dictionaries on Iranian EFL students’ vocabulary learning. International Journal of Research Studies in Educational Technology, 3(1): 2335. https://doi.org/10.5861/ijrset.2013.535 Google Scholar
Motallebzadeh, K. Ganjali, R. (2011) SMS: Tool for L2 vocabulary retention and reading comprehension ability. Journal of Language Teaching and Research, 2(5): 11111115. https://doi.org/10.4304/jltr.2.5.1111-1115 CrossRefGoogle Scholar
Nation, I. S. P. (1990) Teaching and learning vocabulary. New York: Newbury House.Google Scholar
Nation, I. S. P. (2001) Learning vocabulary in another language. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Neville, D. O., Shelton, B. E. McInnis, B. (2009) Cybertext redux: Using digital game-based learning to teach L2 vocabulary, reading, and culture. Computer Assisted Language Learning, 22(5): 409424. https://doi.org/10.1080/09588220903345168 CrossRefGoogle Scholar
Pimsleur, P. (1967) A memory schedule. The Modern Language Journal, 51(2): 7375. https://doi.org/10.1111/j.1540-4781.1967.tb06700.x CrossRefGoogle Scholar
Prensky, M. (2001) Digital game-based learning. New York: McGraw-Hill.Google Scholar
Quade, D. (1967) Rank analysis of covariance. Journal of the American Statistical Association, 62(320): 11871200. https://doi.org/10.1080/01621459.1967.10500925 CrossRefGoogle Scholar
Read, J. (2000) Assessing vocabulary. Cambridge: Cambridge University Press https://doi.org/10.1017/CBO9780511732942 CrossRefGoogle Scholar
Rezaee, A. A. Azizi, Z. (2012) The role of zone of proximal development in the students’ learning of English adverbs. Journal of Language Teaching and Research, 3(1): 5157. https://doi.org/10.4304/jltr.3.1.51-57 CrossRefGoogle Scholar
Roschelle, J. (2003) Unlocking the learning value of wireless mobile devices. Journal of Computer Assisted Learning, 19(3): 260272. https://doi.org/10.1046/j.0266-4909.2003.00028.x CrossRefGoogle Scholar
Rosell-Aguilar, F. (2018)Autonomous language learning through a mobile application: A user evaluation of the busuu app. Computer Assisted Language Learning. Advance online publicationhttps://doi.org/10.1080/09588221.2018.1456465 CrossRefGoogle Scholar
Schmitt, N. (2000) Vocabulary in language teaching. Cambridge: Cambridge University Press.Google Scholar
Schwabe, G. Göth, C. (2005) Mobile learning with a mobile game: Design and motivational effects. Journal of Computer Assisted Learning, 21(3): 204216. https://doi.org/10.1111/j.1365-2729.2005.00128.x CrossRefGoogle Scholar
Song, Y. Fox, R. (2008) Using PDA for undergraduate student incidental vocabulary testing. ReCALL, 20(3): 290314. https://doi.org/10.1017/S0958344008000438 CrossRefGoogle Scholar
Sukstrienwong, A. Vongsumedh, P. (2013) Software development of word search game on smart phones in English vocabulary learning. In Zhang, L. (ed.), The Proceedings of the 2013 International Conference on Education and Modern Educational Technologies, 39: 3742.Google Scholar
Uzun, L., Çetinavcı, U. R., Korkmaz, S. Salihoğlu, U. M. (2013) Developing and applying a foreign language vocabulary learning and practice game: The effect of VocaWord. Digital Culture & Education, 5(1): 4870.Google Scholar
Van Eck, R. (2006) Digital game-based learning: It’s not just the digital natives who are restless. EDUCAUSE Review, 41(2): 1630.Google Scholar
Wang, B.-T. (2017) Designing mobile apps for English vocabulary learning. International Journal of Information and Education Technology, 7(4): 279283. https://doi.org/10.18178/ijiet.2017.7.4.881 CrossRefGoogle Scholar
Wilcox, R. (2012) Introduction to robust estimation and hypothesis testing (3rd ed). Amsterdam: Academic Press.Google Scholar
Wilkins, D. A. (1972) Linguistics in language teaching. London: Edward Arnold.Google Scholar
Wilson, K. A., Bedwell, W. L., Lazzara, E. H., Salas, E., Burke, C. S., Estock, J. L. Orvis, K. L. Conkey, C. (2009) Relationships between game attributes and learning outcomes: Review and research proposals. Simulation & Gaming, 40(2): 217266. https://doi.org/10.1177/1046878108321866 CrossRefGoogle Scholar
Wu, S.-C. (2002) English vocabulary learning strategies for junior college students in Taiwan. The Journal of Hsing Wu College, 31: 269288.Google Scholar
26
Cited by

Save article to Kindle

To save this article to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners
Available formats
×

Save article to Dropbox

To save this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Dropbox account. Find out more about saving content to Dropbox.

Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners
Available formats
×

Save article to Google Drive

To save this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Google Drive account. Find out more about saving content to Google Drive.

Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners
Available formats
×
×

Reply to: Submit a response

Please enter your response.

Your details

Please enter a valid email address.

Conflicting interests

Do you have any conflicting interests? *