Comparative Effectiveness Between Game-Enhanced and Pencil-and-Paper English Vocabulary Learning Approaches

Comparative Effectiveness Between Game-Enhanced and Pencil-and-Paper English Vocabulary Learning Approaches

Yu Zhonggen (Jiangning Campus of Hohai University, Jiangsu Sheng, China)
Copyright: © 2018 |Pages: 20
DOI: 10.4018/IJGCMS.2018040101

Abstract

Numerous studies were devoted to use of games in vocabulary learning in English as a foreign language (EFL) tertiary courses, which reported significant improvements of vocabulary learning when using computer games. This study used a mixed-design research method comparing the effectiveness in EFL vocabulary acquisition. Data was collected from randomly selected participants who were randomly assigned to the interactivity-prone computer game (Group 1), the less interactive-prone computer game (Group 2) and the pencil-and-paper (Group 3) assisted EFL vocabulary learning approaches. The first group learned EFL vocabulary through interactivity-prone computer game Hujiang Fun Vocabulary, the second group learned EFL vocabulary assisted with less interactive computer game Baicizhan, and the third group learned EFL vocabulary via the traditional pencil-and-paper approach. It was concluded that (1) The interactivity-prone computer game was more effective than the less interactivity-prone computer game in EFL vocabulary learning; (2) The computer game-assisted EFL vocabulary learning was significantly more effective than the traditional pencil-and-paper approach; (3) Males outperformed females in computer game-assisted EFL vocabulary learning. It was suggested that future research focuses on both design features of educational computer games and cross-disciplinary research into computer game assisted EFL vocabulary acquisition.
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2. Literature Review

This section will extensively review recent works in order to find out research questions and establish corresponding research hypotheses.

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