Integrating Interactive Games into Young Leaners Vocabulary Learning: A Case Study of Charity School
Keywords:Young Learners, English as a Foreign Language, Vocabulary Learning, Learners' Participation , Interactive Games
This study examined the effects of interactive games on the participation of young EFL learners and the characteristics of games that enhance young learners’ participation and vocabulary learning. The participants were 6 low participating EFL learners in Grade 2 who practiced English vocabulary via three selected interactive games in 6 weeks. Data were collected from classroom observations and an interview with the class teacher and the teacher assistant. The findings revealed that the games which can enhance participation and vocabulary learning must consist of concrete vocabulary that are related to learners’ stage of development and their learning environment, colorful images, sound and music, with an appropriate level of difficulty and a scaffolding process. The study recommended that the selection of games for young learners should consider the level of learners’ abilities, strategies of games, learners’ stages of development and also students’ choices. Moreover, although games may be able to inherently engage learners’ motivation, they cannot always be used without teachers’ guides and appropriate teaching and learning plans.
Ashraf, H., Motlagh, F. G., & Salami, M. (2014). The impact of online games on learning English vocabulary by Iranian (low-intermediate) EFL learners. Procedia-Social and Behavioral Sciences, 98, 286-291. doi:10.1016/j.sbspro.2014.03.418
Bakhsh, S. A. (2016). Using games as a tool in teaching vocabulary to young Learners. English Language Teaching, 9(7), 120-128. doi:10.5539/ elt.v9n 7p120.
Benoit, J. (2017). The effect of game-based learning on vocabulary acquisition for middle school English language learners. (Doctoral Dissertation). Retrieved from https://digitalcommons.liberty.edu/doctoral/1376.
Cameron, L. (2001). Teaching languages to young learners. Ernst Klett Sprachen.
Darfilal, I. (2015). The effectiveness of using language games in teaching vocabulary the case of third year middle school learners (Doctoral dissertation). Retrieved from http://dspace.univ-tlemcen.dz/bitstream/112/7872/1/darf.pdf.
Felix, J. W., & Johnson, R. T. (1993). Learning from video games. Computers in the Schools, 9(2-3), 119-134.
Flores, J. (2015). Using gamification to enhance second language learning. Digital Education Review, 21, 32-54. Retrieved from https://files.eric.ed.gov/fulltext/EJ1065005.pdf
Faulkner, D., & Coates, E. (Eds.). (2011). Exploring children's creative narratives. Taylor & Francis.
Gruss, J. (2016). Games as a tool for teaching English vocabulary to young learners. World Scientific News, 53(2), 67-109. Retrieved from http:// www.world scientificnews.com/wp-content/uploads/2016/01/WSN-532-2016- 67-109-1.pdf
Kähärä, T. (2017). "Nothing interesting happens": Early L2 vocabulary acquisition via internet games. (Bachelor’s Thesis). Retrieved from https://jyx.jyu.fi/bitstream/handle/123456789/52796/1/URN%3ANBN%3Afi%3Ajyu-201701231221.pdf
Khatibi, E., & Cowie, E. (2013). Language learning through interactive games. Malmö: Malmö Hogskola University, 22-27.
Krashen, S. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Ltd.
Larson, J. (1996). The participation framework as a mediating tool in kindergarten journal writing activity. Issues in Applied Linguistics, 7(1), 135-151.
Leaning, M. (2015). A study of the use of games and gamification to enhance student engagement, experience, and achievement on a theory-based course of an undergraduate media degree. Journal of Media Practice, 16(2), 155-170.
Meyer, B. (2013). Game-based language learning for pre-school children: A design perspective. Electronic Journal of e-Learning, 11(1), 39-48.
Miller, D. (2008). Teaching with intention: Defining beliefs, aligning practice, taking action, K-5. Stenhouse Publishers.
Mortensen, K. (2008). Instructions and participation in the second language classroom (Doctoral dissertation). Retrieved from https://www.sdu.dk/-/media/files/om_sdu/fakulteterne/humaniora/phd/afhandlinger/2008/kristian_mortensen_the_second_language_classroom.pdf?la=da
Piaget, J. (1952). The origins of intelligence in children. (M. Cook, Trans.). New York: International Universities Press, Inc. Retrieved from https://www.pitt.edu/~strauss/origins_r.pdf
Rojananak, K., & Vitayapirak, J. (2015). Comparison of English vocabulary learning strategies for good and weak learners at King Mongkut’s Institute of Technology Ladkrabang. International Journal of Languages, Literature and Linguistics, 1(1),
-5. doi: 10.7763/IJLLL.2015.V1.1
Scott, W. A., & Ytreberg, L. H. (1995). Longman keys to language teaching. Teaching English to children. London: Longman. Retrieved from http://www.cje.ids.czest.pl/biblioteka/6940128-Teaching-English-To-Children.pdf
Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner & E. Souberman, Eds.). Harvard University Press.
Vygotsky, L. (1997). Interaction between learning and development. In M. Gauvain & M. Cole (Eds.), Readings on the development of children (2nd ed., pp.29-36). New York, NY: W.H. Freeman and Company.
Wilkins, D. A. (1972). Linguistics in language teaching. Cambridge, MA: MFT Press.
Wu, C. J., Chen, G. D., & Huang, C. W. (2014). Using digital board games for genuine communication in EFL classrooms. Educational Technology Research and Development, 62(2), 209-226. doi:10.1007/s11423- 013-9329-y