Volume 3, Issue 2 (4-2021)                   sjis 2021, 3(2): 1-8 | Back to browse issues page

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Roslin V P, Hosseinpour Emam M. Investigating the Effect of Serious Games as an Intervention on Iranian EFL Learners' Vocabulary Learning and Retention during COVID-19 Pandemic. sjis. 2021; 3 (2) :1-8
URL: http://sjis.srpub.org/article-5-104-en.html
Faculty of Persian Literature and Foreign Languages, Islamic Azad University, Roudehen, Iran
Abstract:   (215 Views)
The present study used a type of digital game-based language learning (DGBLL) application, called serious games (SGs), to seek its effect on vocabulary learning and retention. To this aim, young EFL learners from a language institute were assigned to a Control Group (n=26) and an Experimental Group (n=28). They were taught 40 words within 8 sessions of vocabulary instruction classes. In each class, both groups were taught the target words of the day as per the conventional mode of teaching, for the first 20 minutes. However, for the next 40 minutes, the Experimental Group was instructed to use the Fun Easy Learn application, which contained the words taught in class, while the Control Group continued with their regular mode of vocabulary instruction. To measure vocabulary learning and retention, vocabulary pretest, posttest and delayed posttest, comprising the target words, were administered to both groups before, immediately and six weeks after the intervention program, respectively. The results of data analysis using repeated measures ANOVA, comparing within-subjects and between-subjects' effects, showed that in comparison to the control group, the increase in the scores of the experimental group participants over time was statistically significant in their learning and, to a greater extent, their retention of vocabulary. Also, the data collected from interviews to gain learner perception of the intervention program showed that overall, the study participants were more motivated to use the application during online classes than during in- person learning. Elicited responses also revealed that teacher- centered online instruction, frustration due to lack of social communication with their classmates, and the ineffectiveness of the internet system were contributing to their increasing lack of interest in learning. Thus, this study provides empirical evidence of the potential effectiveness of serious games used as interventions during online vocabulary instruction to reinforce learning and retention. The qualitative data suggests that SGs could help maintain learner motivation especially when learners become disengaged with online teacher centered instructions, and when learning environments and conditions are not conducive to learning such as those that are prevalent these days due to the COVID-19 pandemic.
Full-Text [PDF 513 kb]   (96 Downloads)    
Type of Study: Research | Subject: language teaching
Received: 2021/02/15 | Accepted: 2021/04/13 | Published: 2021/04/28

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