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EXPLORING THE EFFECTIVENESS AND PERCEPTIONS OF COMPUTER GAME
BASED IN VOCABULARY LEARNING
CHAPTER 1
INTRODUCTION
1.1 Introduction
Vocabulary enrichment is vital in L2 learning skills. It is basic foundation for
students who are learning a language because a word is a tool that conveys
its meaning to our minds (Dewey, 1910). In line with massive progress in
educational technology, a potential instructional design should be opted to
provide a convenient way of vocabulary learning which will act as
autonomous learning. The most important part is to accomplish vocabulary
acquisition and sustain the learner’s effort and motivation. (Nation, 2010).
The significance of vocabulary learning is very much contribute to the
language fluency and it has been recognized as the primary steps heading to
language learning process which is tiresome and time consuming. It’s never
ending process pose challenging process at certain stage. The language
learning process also depend on the learners and relatively related to
personality factors, learning style, age, sex and cultural background. Hence,
vocabulary learning strategies has fall under learning strategies as a whole.
Vocabulary skills must be developed through any means in order to gain
language fluency. Thus, numbers of studies done concluded that computer
assisted vocabulary learning has rather shorter period of time in comparison
with traditional way of learning vocabulary as reported by (Tamjid, N.H. ,&
Moghadam S.S., 2012). Furthermore, learners are especially favor learning
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vocabulary independently rather than instructed by another person which
expressed in a study from ( Oxford, R. L., & Scarcella, R. C, 1994).
Another remark from (Qingzhoa, 2011) assert that learning solely of teacher
- centered and without additional own effort will be seen fruitless in language
learning. It can be said that independence learners from previous literature
are significant in language learning. As in (Orhan Kocaman, Gonca Kizilkaya
Cumaoglu, 2014), Computer Assisted Language Learning and Teaching
application (CALLT) is dominant in autonomous learning that gives paradigm
shift in fluctuating insights from teacher centeredness into students’
centeredness. Based on studies by (Zhoa, 2005) exploring the effect of
technology in language learning has stated technology is purposely used in
numerous means to produce an effective language learning settings. It will
lead to the growing of language input and output. In the meantime,
exercises provided for vocabulary learning with immediate feedback are
highly motivated drive for learners. Generally, educational software tools
offers wide range of drilling lexical knowledge, essential of grammar and
pronunciation as mentioned by (Seljan,S., Berger, N. & Dovedon, Z , 2004).
Computer games-based technology style can be referred as games-based learning that offer
support, development in teaching, as well as assessment and evaluation. Nowadays, younger
generation of digital natives have grown up in a technologically sophisticated setting which has
led to changes in their approaches and prospects. In the meantime, many of today’s educators are
among pre-digital generation of ‘digital immigrants’. It resulted in the differences between the
former and the latter.
1.2 Background of the study.
The importance of vocabulary learning cannot be shrugged off in order to
master the language. Vocabulary learning is equal to language acquisition.
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Learners must know what types of vocabulary learning strategies that
suitable and promote greater effect in vocabulary enrichment. There are
various types of computer games offered through the web and each game
provides different scope. Students utilize different strategies in vocabulary
learning which depend on their own preference of learning style. Zhoa(2005)
has reported the effects of technology in language learning which offer
various way to create successful language learning settings.
1.2 Statement of the Problem.
In the process of vocabulary acquisition, lot of words need to be memorized
and it somehow burdens the learners with lower motivation reported by
Schmitt (2010). Some learners encounter problems to memorize words. It is
not their capability that being questioned but it is more related to the
methods of how the content being received.
In order to disentangle the issues, computer games are intentionally design
to aid the learning process. It is indeed does help to sustain learners’ efforts
and motivation as found in (Nation, 2010).
When learners are motivated, they are enthusiastic, focused and engaged.
They become interested in and enjoy what they are doing, they will try hard,
persist over time. Stated through (Rosemary Garris, Robert Ahlers, James E.
Driskell, 2002 ) the primary factors which turn an activity into a naturally
motivating ways are challenge, curiosity, and fantasy.
1.3 Research objectives.
1) The research objectives of this study are
i. To explore the effectiveness of using computer game-
based in vocabulary learning among tertiary students in
Malaysia.
ii. To investigate student’s vocabulary learning strategies.
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iii. To examine students’ perceptions on using computer
game- based for vocabulary learning.
1.4 Research questions.
The research questions of this study are
i. What are the effects of using computer game- based in
vocabulary learning towards student’s performance?
ii. How does learner of language apply for vocabulary
learning?
iii. What are the perceptions of students in using computer
game- based in vocabulary learning?
1.5 Operational Definition.
The definitions used in this study are as followed.
1.5.1 Computer game
Collin English Dictionary (2003) defined computer game as any various
games, recorded on cassette or disc for use in a home computer, that are
played by manipulating a mouse, joystick, or the keys on the keyboard of a
computer in response to the graphics on the screen. According to Ed Tech
Review (2013) it is a type of game play that has defined learning outcomes
where it was designed to set balance between subject matter with gameplay
and the skill of the player/ student to recall and apply said subject matter to
the real world. For the purpose of this study, computer game refer to a
methods used to learn vocabulary skill.
1.5.2 Vocabulary learning strategies
Azadeh (2010) mentioned vocabulary learning strategies (VLSs) are steps
taken by the language learners to acquire new English words. (Johnson,
2007), has mentioned vocabulary learning strategies can be fall into metacognitive,
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cognitive, memory and activation strategies. Metacognitive strategies involve selective attention
and self-initiation strategies. By guessing meaning of words, managing dictionary skill and note-
taking skills are considered as cognitive strategies in vocabulary learning. Listing words and
repeating the list are examples of rehearsal strategies. Apart from that rehearsal practices,
memory strategies also employ encoding as found in association, imagery, visual, auditory,
semantic, and contextual encoding as well as word structure (i.e., analyzing a word in terms of
prefixes, stems, and suffixes). Meanwhile, activation strategies involve by which the learners
actually use new words in different context. For the purpose of this study, vocabulary learning
strategies refer to methods used among students to enrich their vocabulary.
1.5.3 Computer Assisted Language Learning (CALL)
(Chapelle, 2001), has come out that computer-assisted language learning (CALL) was the
expression agreed upon at the 1983 TESOL convention. The term is broadly used to discuss in a
context of technology and second language teaching and learning. In this specific context,
CALL have major role in language learning. Computer is regarded as tutor for language drills or
skill practices, tool for many purposeful activities in writing, presenting, and researching and the
most important role lie in global communication. For the purpose of this study, computer-
assisted language learning (CALL) refers to one of the methods for language acquiring.
1.5.4 Autonomous learning
There are overall definitions for autonomous learning that applied for those
who take responsibility for his/her own learning, able to set goals, choose
language learning strategies, monitor their progress and evaluate his/her
successful acquisition as defined by The Language Centre (2015). The
beginning step for supporting language learning autonomy is for the learners to develop effective
strategies in adapting individual learning, while being willing and able to change and improve
those strategies over time, as the language learning progresses. For the purpose of this study,
autonomous learning refers the way students conduct their way of learning with the help of
computer technology.
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1.6 Limitation of the study
There are several limitations in this study. Firstly, the respondent of the
study are consists of undergraduate students Mara University of Technology.
It only will represent students from this university and not all tertiary
students in Malaysia as a whole. Furthermore, this study also finds its
limitation in availability computers in computer lab. Since only one computer
lab is available for the purpose of data collection. In the meantime the
respondents varied in courses and subjects taken. Therefore, there will be
different interpretation of findings.
1.7 Significances of the study.
This section will provide brief descriptions on the various significances study
of the strategies and effectiveness of using computer game based in
vocabulary learning. The proposed study will enable to help the learners
identify the effective way in vocabulary learning with the aid of computer
games. All the while, their adopted vocabulary learning strategies will
disclose if it is does offer the effective vocabulary learning. By this study,
learners will come up with various strategies in improving their learning
process and will enable them study independently and less focus on teacher.
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CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
This study will explore the use of computer games and its effectiveness in
vocabulary learning based on the past research. The objective of this study is
also to find out the strategies used among tertiary students. The perceptions
among students on using computer games will be highlighted as well in this
study. Thus, this paper shall look into the strategies used by students in
language learning.
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Digital natives perceive that learning is interesting when it is engaging and
implying that computer and video games offer motivation which do not found
in another ways. Apart from giving satisfaction and pleasure, the medium of
computer- game based learning provide rules and goals which resulted in
high motivation and structure. Since the medium is acting reciprocally and
versatile, it will reflects in movement of doing action and flow.
2.1 Strategies used in vocabulary learning.
There are various strategies in vocabulary learning adopted by learners. The
best methods will serve them to have better vocabulary retention. Incidental
and intentional vocabulary learning show distinctions in their learning
outcome. Incidental learning is the process of learning something without the
intention of doing so. It is also learning one thing while intending to learn
another. (Richards, J, Schmidt, R., 2002). In this context, incidental
vocabulary learning stimulate the learners for extensive reading which in
turn influence learner’s ability to guess the meaning of new words from the
contextual clues. It is extensive reading that provide input-rich environment
although at a slow rate. (Coady, J., Huckin, T., 1997). Moreover, as viewed by
(Hulstijn, J.H.,Laufer, B., 2001) the words that learners found in incidental
vocabulary learning will be retained in the long term memory and could be
used more widely in different situations.
Intentional learning as listed by (Ahmad, 2011) which is an intended
learning; rely on synonyms, antonyms, multiple choices, scrambles words of
puzzles and new wordlists are less effective. Such rote learning in
memorizing new word list is not through mental process and blindly
memorizes the word without associating through reading text. However, if it
were learned through guessing the meaning while referring to reading in
context, it will have more positive effects. Furthermore, learners also can use
bilingual online dictionary which are available on internet. Since, the
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advancement in communication technology, users of smart phone can
download dictionary applications in their mobile and can be accessed at all
cost.
From a longitudinal experiment, (Cohen, A.D., Aphek, E. , 1981) exposed that learners are
merely memorize the unfamiliar words. Another strategies adapt by learners is note taking
written on the side line of their book page as found by (Ahmed, 1989). From those studies it can
be briefly conclude that learners are prefer to choose for more mechanical means which involve
active operation of information as in imagery, inferencing and keyword methods. Specifically, a
research into vocabulary learning strategies, like forming associations (Cohen and Aphek, 1981)
and using the Keyword Method have been shown to boost retention of target words.
2.2 Student’s perceptions using computer game- based in language learning.
A study by (Liu, 2014) has shown that students were agreed with the view
that learning English using computer and computer software is much more
effective and easier. (Ellis, 1994) states that in language learning, learners
have demonstrate their own perception regarding how they can acquire
language learning. The learners are well aware of their own preferences on
how they should govern themselves when it comes to language learning. It
will help them to make the learning process applied efficiently.
This study tries to explore student’s perception on using the computer
games in vocabulary learning when they are exposed to the use of such
online vocabulary learning and traditional methods of word list
memorization. It will try to uncover their feelings of achievement and
thoughts after they have been revealed to two methods. In particular, it will
record their implicit anticipatory evaluation. (Ajzen, I. ,Madden,T.J. , 1986).
Students regard vocabulary learning using computer software more
convenient. A significant study stated that 80% of the students said using
email in English.
2.3 Autonomous Learning
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Applying computer game based as a method in acquiring language can be
considered as autonomous learning. It will facilitate students with material
for self-learning. Nowadays, learners are prefer to be guided as in facilitator
role. They are no longer expecting from teachers to teach them one by one.
In the era of technology, many things can be done with just a fingertips. The
game can be assessed anytime without having to subscribe to particular
website. This methods of learning offer cooperative and independent
learning. Thus, (Godwin,Jones, 2011) assert that learners are highly
encouraged to develop and employ meta- cognitive strategies which in turn
can can help learner autonomy with the use of computer technology..
Students can help themselves by trial and error concept and explore on their
own as there is no one will block this type of learning process. With the
advance of technology abundance of sources can be referred to.
2.4 Motivation in language learning.
Generally, motivation as stated by (Dornyei, 2009) is regard by teachers and researchers as one
of the key factors that influence the frequency and success of second/foreign language learning.
It suggests that motivation as an essential elements in providing the
readiness of the learning process. Motivation in learning also offer a situation
that stimulate learners to start learning. This condition can become a driving
force in sustaining the long and dreary of learning process. It should be note
that language acquiring can be demanding if Young learners or adult
learner must be equipped with motivation from the early process of learning.
Meanwhile, according to (Nadzrah Abu Bakar, Elaheh Nosratirad, 2013),
motivation lead to the effective learning of vocabulary in any learning
environment. From that point also stated that when learners encounter new
words in the game, it might be use outside the game which keep the
learners eager to keep on play the game.
2.4 The effectiveness of using computer games.
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With the rapid advancement in technology- incorporated vocabulary learning
are specifically designed to facilitate and make the learning process
interesting. Texts, images and video integrated in multimedia presentation
were said to play a vital part in vocabulary acquisition. (Chun D.M. , Plass, J.L,
1996). Furthermore computer games are engaging and motivate learners
through their goals and struggle in learning. (Prensky, 2006). It is proven in a
study by (Itayem, 2014) that CALL samples are prone to achieve well
compared to non -CALL samples in educational settings encompassed
primary, secondary, private language school and adult literacy settings. It
also strongly supported by (Glenn Gordon Smith ,, Mimi Li , Jack Drobisz , Ho-
Ryong Park , Deoksoon Kim , 2013) that inference computer- based
computer games resulted in better learning of new list of words in contrast to
traditional memorization vocabulary practices which only use hardcopy of
word list.
Perfect designed computer software in vocabulary learning will provide
progressive to the learners. The Lightspan Partnership (Prensky, 2006) rated
if students were added a day in a week specifically for vocabulary learning
period, it is hoped that it will demonstrated in higher score. The study also
had shown an increase in vocabulary and language arts 24 and 24 percent
respectively. According to (Shaffer, Squire, Halverson, Gee, 2004), computer games ‘bring
together ways of knowing, ways of doing, ways of being, and ways of caring’. In addition, (Gee,
2003) has identified 36 different learning principles of why games are good for learning. Those
principles include identity (how a game captures and engages a player); interaction (appropriate
and immediate feedback providing additional problems based on player decisions); production
(players seeing the consequences of decisions they make); risk taking (allowing a player to
experience a minimal of real world consequences or no consequences at all); customization
(players are allowed to customize their own desired attributes providing a sense of ownership
over what they are doing)
2.5 Conceptual Framework
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This comprehensive conceptual framework is adapted from the theories and works of researchers
in studies and cases of the use of games in vocabulary learning, Sustaining Vocabulary
Acquisition through Computer Game: A Case Study by (Nadzrah Abu Bakar, Elaheh Nosratirad,
2013). Each concept are co related to each other that justify the importance of computer game
based in vocabulary learning. Furthermore, as a fulltime
students they are abide by the fact that they have to give
commitment for assignments of every subject. Due to time constraints, it has impeded for them
to learn more frequently. The conceptual framework for this study shown in Figure 2.5.1, which
illustrate the variables in this study, using computer games in vocabulary learning.
Figure 2.5.1
Time constraints Assignments, club
Computer game based learning
Autonomous learning
Increase motivation
Pre-level Students
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CHAPTER 3
RESEARCH METHODOLOGY
3.0 Introduction
This chapter will explains the research design, the method of data collection, and the population
along with the sample and data analysis. Later on the next chapter, analyzed data will be
discussed.
3.1 Research Design
The objectives for designing a study as mentioned by (Burns, N. Grove, S.K., 2001) are to assist
researcher to strategize and to carry out the study in which will ease the researchers to get the
proposed results. Therefore, the chances of getting findings related to the current condition will
increase if the designed study is well- performed. This is study of quantitative approach using
survey research. Purposely, the design used is to measure the effectiveness of computer- game-
based in learning vocabulary among tertiary students in Malaysia, to identify the strategies
employed by students and to investigate student’s perception towards using computer games
based in vocabulary learning. Students of pre- level in University Mara Technology (Uitm) from
Shah Alam will be chosen for the sample.
3.2 Population and Sample
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The research population for this study consists of undergraduate students of pre- level from
University Mara Technology (UiTM). Probability sampling technique will be employed in this
study. This technique will serve equal chance for every individual to be selected as sample.
Meanwhile, the method used is simple random sampling. The respondents involve students from
various faculties since they were randomly selected. The sample sizes for this study are 90
respondents.
3.3 Instrumentation
A set of questionnaire will be the instrument for the data collection in this research study. The
questionnaire is adapted from, (Thomas M. Connolly, Mark Stansfield, Thomas Hainey, 2011)
An alternate reality game for language learning: ARGuing for multilingual motivation. The
questionnaire contains close-ended question and using Likert Scale of five- item scale from
strongly disagree to strongly agree. The researcher will distribute the questionnaire to each of the
respondents. The number of questions in this questionnaire was 32 items which have been
divided into three sections, A, B, and C. The purpose of categorizing into section is to improve
and ensure it smoothly done when it comes to organizing the data later on.
There will be pretest and post-test session of survey. The first session occur before the
respondents go through the computer lab. The time allocated for the first questionnaire is 10
minutes. The respondents will have to go the lists of games listed on the desktop. Later on, the
respondents choose any games available and start the session for 15 minutes. After the
respondent finish with the game session, another set of questionnaire will be distributed which
also require 10 minutes to complete the questionnaire.
3.4 Data Collection.
Students of Pre- Level from Universiti Teknologi MARA (Shah Alam) are the respondents of
this questionnaire. Briefly, they will be notified about the research objectives and the time
needed to complete the questionnaire is about 15 minutes. To reach the respondents, the
researcher will distribute questionnaire during office hours where they will be available at the
campus. The researcher will observe along the process to make sure that the data are valid and
any issues come up during the session could be attended.
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Descriptions of the Questionnaire
SECTIONS DESCRIPTIONS NUMBEROFITEMS
Section A:DemographicInformation
Constructed to answer the third research question,This section focused on the methods used by students to enrich their vocabulary. By finding the techniquesof improving vocabulary skills, it will highlightwhether computer games is one of the effective methods in language learning in a case of vocabulary enrichment. Item 31 is an open-ended question.
7 items
Section B:Perceptions of using
computer games for
vocabulary learning
This section consists of several questions areMeant to answer the second research questions.These questions will help to find what are their views and perceptions toward the use of computer game. This section consisted of a 6 point Likert scalemeasuring to what extend do the respondents agree or disagree of the given statements
12 items
Section C:The effects of using
computer games
This section trying to answer the first research question regarding the effectiveness of using computer games in vocabulary learning.This section consisted of a 6 point Likert scalemeasuring to what extend do the respondents agree or disagree of the given statements.
9items
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Appendix 1
1. What is your email address?______________________
2. Are you male or female:______________________
3. What foreign language are you learning?Please tick (∕)
Language
English
French
Arabic
German
Spanish
Other (Please specify)
4. What type of learning do you prefer?Please tick (∕)
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Competitive (compete with other students)
Cooperative (learning with other students)
Individual (learning on your own)
5. Do you think it is important to master vocabulary skills in order to become fluent in the target language? (English)
Yes
No
1. Do you allocate time to study vocabulary words?
Yes
No
If yes, state how frequent: daily, weekly, : _____________
2. How do you improve your vocabulary bank?
Watching English movies
Listening English songs
Playing vocabulary game
Subscribing word of the day
Reading magazines/ book