A Comparison between Traditional and Gamified Teaching Methods for Phrasal Verb: A Case of Grade 10 Students

Autor/inn/en	Kijpoonphol, Wachiraporn; Phumchanin, Wichian
Titel	A Comparison between Traditional and Gamified Teaching Methods for Phrasal Verb: A Case of Grade 10 Students
Quelle	In: TESOL International Journal, 13 (2018) 3, S.56-65 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Phrase Structure; Pretests Posttests; Teaching Methods; Comparative Analysis; Conventional Instruction; Student Attitudes; Secondary School Students; Teaching Styles; Verbs; Grade 10; Scores; Foreign Countries; Educational Games; Memorization; Instructional Effectiveness; Thailand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Phrasenstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Sekundarschüler; Lehrstil; Unterrichtsstil; Ausland; Educational game; Lernspiel; Gedächtnistraining; Unterrichtserfolg
Abstract	In English teaching classes, teachers use some teaching methods that may have positive or negative impacts on students' learning attitudes. The purposes of this study were 1) to compare the differences between a traditional and gamified teaching methods in terms of understanding and remembering phrasal verbs and 2) to investigate students' learning satisfaction in learning with two different teaching styles and to discover which game was more satisfactory and appropriate helping the students memorize the phrasal verbs. Two classes of 10th grade students studying at a secondary school in Thailand were chosen from 15 classes by considering the mean scores of the preliminary test. Class 1 was a control group; Class 2 was an experimental group. Pre-post tests and a questionnaire were used to collect the data. Due to two different styles of teaching, the number of questions of both groups was different. Four more questions were included on the questionnaire for the experimental group. There were three lessons which last one hour each provided to each group. The results of the tests showed that Class 2 performed better than Class 1. The mean score of the control group was 5.50 while the higher mean score of the experimental group was 8.14. The significant difference between both groups was at 0.01 level. The results from the questionnaire illustrated that they were more satisfied with the traditional teaching method than the experimental group even though the posttest scores of the control group were lower than the experimental group's. The results also indicated that the two games could be effective materials for teaching phrasal verbs. In addition, the gamified teaching style obviously encouraged the 10th grade students to understand more phrasal verbs. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01