Exposure to Target Language Vocabulary through Novel Extracts and Computer Game Cutscenes

Autor/in	Altinbas, Mehmet Emre
Titel	Exposure to Target Language Vocabulary through Novel Extracts and Computer Game Cutscenes
Quelle	In: Language Teaching Research Quarterly, 33 (2023), S.162-175 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Second Language Instruction; Vocabulary Development; Comparative Analysis; Computer Games; Multiple Choice Tests; Test Items; Instructional Effectiveness; English (Second Language); Definitions; Language Processing; Undergraduate Students; Novels; Word Lists; Correlation; Scores; Learning Processes; Intervention; Profiles; Rating Scales; Guidelines; Foreign Countries; English Literature; Europe + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Computer game; Computerspiel; Computerspiele; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Test content; Testaufgabe; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Begriffsbestimmung; Sprachverarbeitung; Novel; Roman; Wortliste; Korrelation; Learning process; Lernprozess; Charakterisierung; Profilanalyse; Rating-Skala; Richtlinien; Ausland; Englische literatur; Europa
Abstract	Following Richards's (2015) ideas of using movie clips, videos, and games as valuable technological tools for language learning, the present study was conducted to investigate the effectiveness of using novel extracts and computer game cutscenes based on the same story to develop the vocabulary knowledge of English as a foreign language (EFL) learners. The study employed a quasi-experimental design with a control group and an experimental group. Initially, both groups studied a target vocabulary list of 20 words and their definitions. The participants were asked to complete a multiple-choice definition matching test after studying the list to find out whether their levels of vocabulary knowledge were comparable prior to the applications. For the experimental group, a second vocabulary test equivalent to the first one was conducted after they read a novel extract including the target vocabulary items, and a third test was carried out after they watched two computer game cutscenes that were based on the same events as the novel extract to understand whether seeing the target vocabulary items in these contexts repetitively would result in a significant increase in their target vocabulary knowledge. For the control group, the second and the third vocabulary tests were undertaken immediately after the first one to investigate whether mere exposure to equivalent vocabulary tests without the interventions would lead to a significant increase in their target vocabulary knowledge. The findings of the study indicated that the scores of the participants in the experimental group increased descriptively on the second test and significantly on the third test, whereas the scores of the participants in the control group decreased significantly on the second test and descriptively on the third test. The study provides practical and academic implications based on the findings. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01