Abstract
The present study attempted to investigate the impact of language games on the
vocabulary achievement of Iranian learners. The study also examined the possible
differences between male and female participants in terms of their vocabulary
learning in game-based tasks. To this end, 40 young language learners (comparison
group = 20 and experimental group = 20) were selected. They were administered the
KET, after which homogeneity of the participants according to their proficiency level
(i.e., elementary level) was ascertained. Four types of games including ‘hangman’,
‘flash card memory game’, ‘bingo’, and ‘odd man out’ were used in the experimental
class, each of which lasting for five sessions. After twenty sessions of total treatment,
the participants in both groups were given a teacher-made proficiency test which
included 30 items. After ensuring the psychometric properties of the post-test and the
assumptions of independent samples T-test, the analyses were carried out. Results of
T-test for the first research question showed statistically significant differences
between the comparison and the experimental groups. However, the results of the Ttest
for the second research question were statistically non-significant. The
discussions of the findings are further discussed in detail.
AbstractThe present study attempted to investigate the impact of language games on thevocabulary achievement of Iranian learners. The study also examined the possibledifferences between male and female participants in terms of their vocabularylearning in game-based tasks. To this end, 40 young language learners (comparisongroup = 20 and experimental group = 20) were selected. They were administered theKET, after which homogeneity of the participants according to their proficiency level(i.e., elementary level) was ascertained. Four types of games including ‘hangman’,‘flash card memory game’, ‘bingo’, and ‘odd man out’ were used in the experimentalclass, each of which lasting for five sessions. After twenty sessions of total treatment,the participants in both groups were given a teacher-made proficiency test whichincluded 30 items. After ensuring the psychometric properties of the post-test and theassumptions of independent samples T-test, the analyses were carried out. Results ofT-test for the first research question showed statistically significant differencesbetween the comparison and the experimental groups. However, the results of the Ttestfor the second research question were statistically non-significant. Thediscussions of the findings are further discussed in detail.
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