Effects of Gaming Applications on English Language Vocabulary Learning Among Young Learners in Saudi Arabian Elementary Schools
الكلمات المفتاحية:
Technology, Digital revolution, Saudi Arabia, Education System, Gaming Applications, English Vocabulary, Elementary Schools
الملخص
The past few decades have witnessed tremendous innovations in technology. The digital revolution has immensely reconfigured the way of life. Among the sectors significantly impacted by the digitalization of the world is the education sector. In Saudi Arabia, technology has found widespread use in the education system. This study aimed to investigate whether gaming applications can improve learning English vocabulary among young learners in elementary schools. The study involved 30 students aged between 6 and 11 from two elementary schools in Saudi Arabia. The participants were subjected to a pre-test followed by the treatment during which they were subjected to different gaming applications under the supervision of their parents, teachers, and researcher for one month. After the experiment, the students took a post-test to assess the effects of the gaming applications. The pre-test and post-test scores were subjected to normality and homogeneity of variance tests before analysis. Since the post-test scores violated the parametric test assumptions, the data was analyzed through the non-parametric Wilcoxon's Signed Ranks test. The results show significant differences between pre-test and post-test scores (T = 455.0, Z = -4.79, p < 0.001). The null hypothesis was therefore rejected. These results imply that gaming applications are important in improving English vocabulary learning among young learners in elementary schools in Saudi Arabia. These results therefore inform language teachers in Saudi Arabia to make games an integral part of foreign or second language learning for young learners.
المراجع
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22. Girard, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools: how effective are they? A meta‐analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 207-219.
23. Hai, L. S. (2022). The effects of games on learning English grammar of tenth graders at Dien hai high school, BAC Lieu province, Vietnam. European Journal of Applied Linguistics Studies, 5(1). https://doi.org/10.46827/ejals.v5i1.341
24. Hashemi, A. (2021). The effects of using games on teaching vocabulary in reading comprehension: A case of gifted students. Journal for the Education of Gifted Young Scientists, 181-191. https://doi.org/10.17478/jegys.846480
25. Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford University Press.
26. Mifsud, C. L., Vella, R., & Camilleri, L. (2013). Attitudes towards and effects of the use of video games in classroom learning with specific reference to literacy attainment. Research in Education, 90(1), 32-52.
27. Mitchell, B., & Alfuraih, A. (2017). English Language Teaching in the Kingdom of Saudi Arabia: Past, Present and Beyond. Mediterranean Journal of Social Sciences, 8(2), 317.
28. Mofareh, A. A. (2019). The Use of Technology in English Language Teaching. Frontiers in Education Technology, 2(3), 168-180. https://doi.org/10.22158/fet.v2n3p168
29. Nguyen, T. H. (2022). The effects of using online applications to teach vocabulary to English learners of HUFI in Ho Chi Minh City. International Journal of TESOL & Education, 2(3), 32-42. https://doi.org/10.54855/ijte.22233
30. Parkash, K. (2022). Utilizing digital games to improve cognitive, social, and learning skills in children. Research and Development Journal of Education, 8(1), 46. https://doi.org/10.30998/rdje.v8i1.10332
31. Popova, I. N. (2016). Education Technologies in Addressing the Problem of Forming the Socially Active Individual. International Journal of Environmental and Science Education, 11(9), 2583-2593.
32. Sayer, P., & Ban, R. (2014). Young EFL students’ engagements with English outside the classroom. Elt Journal, 68(3), 321-329.
33. Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. Recall, 24(3), 302-321.
2. Alabdulaziz, S., & Higgins, S. (2016). Obstacles to Technology use When Addressing Saudi Primary Students' Mathematics Difficulties. International Journal of Engineering Research & Technology (IJERT), 5(10), 412-417.
3. Albiladi, W. S. (2022). English teaching and learning in Saudi Arabia: Emerging practices and strategies for achieving the educational objectives of the Saudi vision 2030. Journal of Language Teaching and Research, 13(4), 781-789. https://doi.org/10.17507/jltr.1304.11
4. Al-Fahad, F. N. (2009). Students' attitudes and perceptions towards the effectiveness of mobile learning in King Saud University, Saudi Arabia. TOJET: The Turkish Online Journal of Educational Technology, 8(2).
5. Alhubaishy, A., & Aljuhani, A. (2021). The challenges of instructors’ and students’ attitudes in digital transformation: A case study of Saudi universities. Education and Information Technologies, 26(4), 4647-4662. https://doi.org/10.1007/s10639-021-10491-6
6. Al-jifri, A. A., & Elyas, T. (2017). The Impact of Video Games in the Acquisition of English Language: The Case of Saudi Youths. Journal of Foreign Language Education and Technology, 2(2).
7. Alkahtani, A. (2017). The challenges facing the integration of ICT in teaching in Saudi secondary schools. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 13(1), 32 - 51.
8. Alkhawaldeh, M. A., & Khasawneh, M. S. (2021). Learning Disabilities in English at the Primary Stage: A Qualitative Study from the Students’ Perspective. International Journal of Multidisciplinary Research and Publications, 4(1), 42-45.
9. Almesaar, O. (2022). English as a foreign language in Saudi Arabia: Learners’ evaluation of their language experience. Journal of Language Teaching and Research, 13(3), 471-480. https://doi.org/10.17507/jltr.1303.03
10. Almufareh, M. (2021). The impact of Gamification and individual differences on second language learning among first-year female University students in Saudi Arabia. Simulation & Gaming, 52(6), 715-734. https://doi.org/10.1177/10468781211056511
11. Al-Nasser, A. S. (2015). Problems of English language acquisition in Saudi Arabia: An exploratory-cum-remedial study. Theory and Practice in Language Studies, 5(8), 1612.
12. Alrabai, F. (2014). Motivational Practices in English as a Foreign Language Classes in Saudi Arabia: Teachers Beliefs and Learners Perceptions. Arab World English Journal, 5(1).
13. Alshmrany, S., & Wilkinson, B. (2017). Factors influencing the adoption of ICT by teachers in primary schools in Saudi Arabia. International Journal of Advanced Computer Science and Applications, 8(12). https://doi.org/10.14569/ijacsa.2017.081218
14. Alsufi, D. (2014). Evolution of classroom technology, the new way of teaching, using iPads in schools. Bowling Green State University.
15. Al-Tamimi, R. (2019). Policies and issues in teaching English to Arab EFL learners: A Saudi Arabian perspective. Arab World English Journal, 10(2), 68-76. https://doi.org/10.24093/awej/vol10no2.6
16. Butler, Y. G. (2016). Motivational elements of digital instructional games: A study of young L2 learners’ game designs. Language Teaching Research, 1362168816683560.
17. Cheung, S. Y., & Ng, K. Y. (2021). Application of the educational game to enhance student learning. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.623793
18. Chomsky, N., & Skinner, B. F. (2015). 2. A system for teaching English in saudi Arabia. Teaching and Learning in Saudi Arabia: Perspectives from Higher Education, 31.
19. Dashtestani, R. (2016). Moving bravely towards mobile learning: Iranian students' use of mobile devices for learning English as a foreign language. Computer Assisted Language Learning, 29(4), 815-832.
20. Dornyei, Z., Henry, A., & MacIntyre, P. D. (Eds.). (2014). Motivational dynamics in language learning (Vol. 81). Multilingual Matters.
21. Farchakh, Y., Haddad, C., Sacre, H., Obeid, S., Salameh, P., & Hallit, S. (2020). Video gaming addiction and its association with memory, attention, and learning skills in Lebanese children. Child and Adolescent Psychiatry and Mental Health, 14(1). https://doi.org/10.1186/s13034-020-00353-3
22. Girard, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools: how effective are they? A meta‐analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 207-219.
23. Hai, L. S. (2022). The effects of games on learning English grammar of tenth graders at Dien hai high school, BAC Lieu province, Vietnam. European Journal of Applied Linguistics Studies, 5(1). https://doi.org/10.46827/ejals.v5i1.341
24. Hashemi, A. (2021). The effects of using games on teaching vocabulary in reading comprehension: A case of gifted students. Journal for the Education of Gifted Young Scientists, 181-191. https://doi.org/10.17478/jegys.846480
25. Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford University Press.
26. Mifsud, C. L., Vella, R., & Camilleri, L. (2013). Attitudes towards and effects of the use of video games in classroom learning with specific reference to literacy attainment. Research in Education, 90(1), 32-52.
27. Mitchell, B., & Alfuraih, A. (2017). English Language Teaching in the Kingdom of Saudi Arabia: Past, Present and Beyond. Mediterranean Journal of Social Sciences, 8(2), 317.
28. Mofareh, A. A. (2019). The Use of Technology in English Language Teaching. Frontiers in Education Technology, 2(3), 168-180. https://doi.org/10.22158/fet.v2n3p168
29. Nguyen, T. H. (2022). The effects of using online applications to teach vocabulary to English learners of HUFI in Ho Chi Minh City. International Journal of TESOL & Education, 2(3), 32-42. https://doi.org/10.54855/ijte.22233
30. Parkash, K. (2022). Utilizing digital games to improve cognitive, social, and learning skills in children. Research and Development Journal of Education, 8(1), 46. https://doi.org/10.30998/rdje.v8i1.10332
31. Popova, I. N. (2016). Education Technologies in Addressing the Problem of Forming the Socially Active Individual. International Journal of Environmental and Science Education, 11(9), 2583-2593.
32. Sayer, P., & Ban, R. (2014). Young EFL students’ engagements with English outside the classroom. Elt Journal, 68(3), 321-329.
33. Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. Recall, 24(3), 302-321.
منشور
2022-08-18
كيفية الاقتباس
Dr. Mahdi Marji N. Almukahhili. (2022). Effects of Gaming Applications on English Language Vocabulary Learning Among Young Learners in Saudi Arabian Elementary Schools . Journal of Arts, Literature, Humanities and Social Sciences, (82), 251-271. https://doi.org/10.33193/JALHSS.82.2022.716
إصدار
القسم
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