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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
Copyright: © 2018 |Volume: 10 |Issue: 2 |Pages: 20
ISSN: 1942-3888|EISSN: 1942-3896|EISBN13: 9781522544074|DOI: 10.4018/IJGCMS.2018040101
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MLA

Zhonggen, Yu. "Comparative Effectiveness Between Game-Enhanced and Pencil-and-Paper English Vocabulary Learning Approaches." IJGCMS vol.10, no.2 2018: pp.1-20. http://doi.org/10.4018/IJGCMS.2018040101

APA

Zhonggen, Y. (2018). Comparative Effectiveness Between Game-Enhanced and Pencil-and-Paper English Vocabulary Learning Approaches. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 10(2), 1-20. http://doi.org/10.4018/IJGCMS.2018040101

Chicago

Zhonggen, Yu. "Comparative Effectiveness Between Game-Enhanced and Pencil-and-Paper English Vocabulary Learning Approaches," International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 10, no.2: 1-20. http://doi.org/10.4018/IJGCMS.2018040101

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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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