Evaluating the influence of video games on students' english vocabulary learning process and recall

Video games in education have generated a new boom in the acquisition of ESL. This action case study aimed to explore the integration of video games as a tool for improving vocabulary in English as a Second Language (ESL) learning and recall in the context of eleventh-grade education at a public hig...

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Autores:
Díaz Pérez, Karen Sofía
González Padilla, Camilo Andrés
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2024
Institución:
Universidad de Córdoba
Repositorio:
Repositorio Institucional Unicórdoba
Idioma:
eng
OAI Identifier:
oai:repositorio.unicordoba.edu.co:ucordoba/8883
Acceso en línea:
https://repositorio.unicordoba.edu.co/handle/ucordoba/8883
https://repositorio.unicordoba.edu.co/home
Palabra clave:
Videojuegos
Inglés como segundo idioma
Aprendizaje de vocabulario
Recuerdo de vocabulario
Alumnos de undécimo grado
Enfoques innovadores
Video games
English as a second language
Vocabulary learning
Vocabulary recall
Eleventh-graders
Innovative approaches
Rights
openAccess
License
Copyright Universidad de Córdoba, 2025
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dc.title.none.fl_str_mv Evaluating the influence of video games on students' english vocabulary learning process and recall
title Evaluating the influence of video games on students' english vocabulary learning process and recall
spellingShingle Evaluating the influence of video games on students' english vocabulary learning process and recall
Videojuegos
Inglés como segundo idioma
Aprendizaje de vocabulario
Recuerdo de vocabulario
Alumnos de undécimo grado
Enfoques innovadores
Video games
English as a second language
Vocabulary learning
Vocabulary recall
Eleventh-graders
Innovative approaches
title_short Evaluating the influence of video games on students' english vocabulary learning process and recall
title_full Evaluating the influence of video games on students' english vocabulary learning process and recall
title_fullStr Evaluating the influence of video games on students' english vocabulary learning process and recall
title_full_unstemmed Evaluating the influence of video games on students' english vocabulary learning process and recall
title_sort Evaluating the influence of video games on students' english vocabulary learning process and recall
dc.creator.fl_str_mv Díaz Pérez, Karen Sofía
González Padilla, Camilo Andrés
dc.contributor.advisor.none.fl_str_mv Aguas Castillo, Pedro Pablo
dc.contributor.author.none.fl_str_mv Díaz Pérez, Karen Sofía
González Padilla, Camilo Andrés
dc.contributor.jury.none.fl_str_mv Herazo Rivera, José David
Lordouy Arellano, Danilsa del Carmen
dc.subject.proposal.spa.fl_str_mv Videojuegos
Inglés como segundo idioma
Aprendizaje de vocabulario
Recuerdo de vocabulario
Alumnos de undécimo grado
Enfoques innovadores
topic Videojuegos
Inglés como segundo idioma
Aprendizaje de vocabulario
Recuerdo de vocabulario
Alumnos de undécimo grado
Enfoques innovadores
Video games
English as a second language
Vocabulary learning
Vocabulary recall
Eleventh-graders
Innovative approaches
dc.subject.keywords.eng.fl_str_mv Video games
English as a second language
Vocabulary learning
Vocabulary recall
Eleventh-graders
Innovative approaches
description Video games in education have generated a new boom in the acquisition of ESL. This action case study aimed to explore the integration of video games as a tool for improving vocabulary in English as a Second Language (ESL) learning and recall in the context of eleventh-grade education at a public high school in Montería. Employing interviews, tasks, and focus group as the primary data collection methods for developing a thematic analysis, the study will seek to assess the effectiveness of video games in enhancing vocabulary and communicative skills among students. By leveraging the engaging nature of video games, this action case study will demonstrate a positive impact on language learning outcomes, contributing to a broader understanding of innovative approaches in ESL education, especially in Colombia.
publishDate 2024
dc.date.issued.none.fl_str_mv 2024-12-20
dc.date.accessioned.none.fl_str_mv 2025-01-17T19:15:22Z
dc.date.available.none.fl_str_mv 2025-01-17T19:15:22Z
dc.type.none.fl_str_mv Trabajo de grado - Pregrado
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dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.references.none.fl_str_mv Adhabi, E. & Anozie, B., C. (2017). Literature review for the type of interview in qualitative research. International Journal of Education, 9(3), 86-97.
Al-jifri, A. and 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), 15-35 https://bit.ly/3g59tXW
Blass, L. Tolnai, C. (2019) Power up your classroom: Reimagine learning through gameplay. International Society for Technology in Education. 1, 9
BOWMAN, R.F. (1982). “A Pac-Man theory of motivation. Tactical implications for classroom instruction”. En: Educational Technology, Vol 22, n9, USA, 14-17.
Canals, L. (2017). Instruments for gathering data (M. D. Emilee Moore, Ed.). Research publishing.ne.
Coady, J., & Huckin, T. (1997). Second language vocabulary acquisition: A rationale for pedagogy. Cambridge University Press
Corder, P. (1967). The significance of learner’s errors. International Review of Applied Linguistics in Language Teaching, 5(1-4), 161-170. doi:10.1515/iral.1967.5.1 4.161
DeHaan, J., Reed, W.M., Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning and Technology, 14(2), 74-94. https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/589059e6-5333 4aef-9547-cda8d3121f66/content
Deterding, S., Khaled, R., Nacke, L., & Dixon, D. (2011). Gamification: A definition. Retrieved from http://gamification-research.org/wp-content/uploads/2011/04/02 Deterding-KhaledNacke-Dixon.pdf
EF EPI (2022) EF English Proficiency Index. Colombia. (2022). https://www.ef.com.co/epi/regions/latin america/colombia/?_gl=1*wtxluo*_up*MQ..
Ghazal, L. (2007). Learning vocabulary in efl contexts through vocabulary learning strategies. Novitas-ROYAL, Vol.: 1(2), pp.84-91. https://dergipark.org.tr/en/download/article-file/111894
Ibrahim, M. (2015). Art of Data Analysis. https://www.academia.edu/49895113/Art_of_Data_Analysis
JUUL, J. (2005). Half-Real: Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775.
Leedy Jeanne Ellis Ormrod, P. (2015). Practical Research PLANNING AND DESIGN (Pearson Education Limited, Ed.). https://pce fet.com/common/library/books/51/2590_%5BPaul_D._Leedy,_Jeanne_Ellis_Orm rod%5D_Practical_Res(b-ok.org).pdf.
Pemberton, L., Fallahkhair, S., & Masthoff, J. (2004). Towards a theoretical framework for informal language learning via interactive television. In D. Kinshuk, G. Sampson, & P. Isaias, (Eds.), Cognition and exploratory learning in the digital age (CELDA 2004), pp. 27-34.
Rice, P. L., & Ezzy, D. (1999). Qualitative Research Methods: A Health Focus. South Melbourne (Australia): Oxford University Press.
Richard Hackman, J. (1969). Toward understanding the role of tasks in behavioral research. Acta Psychologica, 31, 97–128.
Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
Rosi, F., & Suharyadi. (2024). Grammar-Translation Method: Is it still Applicable Nowadays? Journal of Education Policy Analysis, 2(1), 28–35. Retrieved from https://businessandfinanceanalyst.com/index.php/JEPA/article/view/315
Rudis D., & Poštić S. (2018). Influence of video games on the acquisition of the English language. Verbum, 8, 112-128. https://doi.org/10.15388/Verb.2017.8.11354
Saber, A. (s/f). The pros and cons of the grammar translation method on the performance of Saudi EFL learners. https://www.ajsp.net/research/The%20Pros%20and%20Cons.pdf
Saldaña, J. (2013). The Coding Manual for Qualitative Researchers (J. Seaman, Ed.). SAGE.
Sato, E., & Jacobs, B. (1992). From input to intake: Towards a brain-based perspective of selective attention. Issues in Applied Linguistics, 3(2), 267-292 http://escholarship.org/uc/item/0mw1q1m6
Saville-Troike, M. (2012). Cambridge introductions to language and linguistics: Introducing second language acquisition (2a ed.). Cambridge University Press. 1, 2-5. https://repository.bbg.ac.id/bitstream/588/1/Introducing_Second_Language_Acqui sition_.pdf
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199–227). Cambridge University Press.
Silva, R.L. (2014). Video games as opportunity for informal english language learning: theoretical considerations. The Especialist, 35, 155-169. https://e journal.my.id/jsgp/article/download/1212/1215
Tootkaboni, A. A. (2012). Recall of foreign-language vocabulary: Effects of keyword, context and wordlist instructional strategies on long-term vocabulary recall of EFL learners. E ğitimde Kuram ve Uygulama, 8(1), 54–71. https://dergipark.org.tr/tr/download/article-file/63333
Ying, H. (1995). What sort of input is needed for intake? International Review of Applied Linguistics, 33(3), 175-194. doi: 10.1515/iral.1995.33.3.175
ZYDA, M. (2005). “From visual simulation to virtual reality to games”. En: Computer, vol 38, n9, USA, 25-32.
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spelling Aguas Castillo, Pedro Pablo3296bbd2-4f45-427f-8228-f9d9e692b251-1Díaz Pérez, Karen Sofía3d9e0e24-72c6-4bed-9f83-94d752e74021-1González Padilla, Camilo Andrés9bfeee7e-365c-4286-addd-0372412087af-1Herazo Rivera, José Davida0aa245b-c90b-4fe0-ad15-11880590b180-1Lordouy Arellano, Danilsa del Carmen32935fb5-b21a-4fe2-b4f2-e893de87201b-12025-01-17T19:15:22Z2025-01-17T19:15:22Z2024-12-20https://repositorio.unicordoba.edu.co/handle/ucordoba/8883Universidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/homeVideo games in education have generated a new boom in the acquisition of ESL. This action case study aimed to explore the integration of video games as a tool for improving vocabulary in English as a Second Language (ESL) learning and recall in the context of eleventh-grade education at a public high school in Montería. Employing interviews, tasks, and focus group as the primary data collection methods for developing a thematic analysis, the study will seek to assess the effectiveness of video games in enhancing vocabulary and communicative skills among students. By leveraging the engaging nature of video games, this action case study will demonstrate a positive impact on language learning outcomes, contributing to a broader understanding of innovative approaches in ESL education, especially in Colombia.1. Introduction2. Theoretical Framework2.1 Conceptual Framework2.1.1. Video games2.1.2. Video games in foreign language teaching2.1.3. Gamification2.1.4. Vocabulary learning strategies2.1.5. Receptive and Productive Skills2.1.6. Indirect Learning Theory2.1.7. Cognitive Overload2.1.8. Recall in vocabulary learning2.2. Review of Literature3. Methodology3.1. Data Collection3.2. Data Analysis3.3. Implementation4. Findings4.1. Meaningful Learning4.2. Vocabulary Usefulness4.3. Cognitive and Emotional Responses4.4. Immerse Technologies4.5. Video Games and Traditional Methods Synergy5. Discussion6. Conclusion6.1. Scope and limitations6.2. Recommendations6.3. Suggestions for future researchReference listAppendix 1: ProtocolsGeneral InterviewSpecific InterviewTasksFocus group discussionAppendix 2: Transcripts and Observations notesGeneral Interview transcriptionSpecific Interview transcription…Tasks observation notesSession 1Session 2Focus group discussion transcriptionAppendix 3: Thematic analysis matrixPregradoLicenciado(a) en Educación Básica con Énfasis en Humanidades-InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaLicenciatura en Educación Básica con Énfasis en Humanidades-InglésCopyright Universidad de Córdoba, 2025https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Evaluating the influence of video games on students' english vocabulary learning process and recallTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/acceptedVersionTextAdhabi, E. & Anozie, B., C. (2017). Literature review for the type of interview in qualitative research. International Journal of Education, 9(3), 86-97.Al-jifri, A. and 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), 15-35 https://bit.ly/3g59tXWBlass, L. Tolnai, C. (2019) Power up your classroom: Reimagine learning through gameplay. International Society for Technology in Education. 1, 9BOWMAN, R.F. (1982). “A Pac-Man theory of motivation. Tactical implications for classroom instruction”. En: Educational Technology, Vol 22, n9, USA, 14-17.Canals, L. (2017). Instruments for gathering data (M. D. Emilee Moore, Ed.). Research publishing.ne.Coady, J., & Huckin, T. (1997). Second language vocabulary acquisition: A rationale for pedagogy. Cambridge University PressCorder, P. (1967). The significance of learner’s errors. International Review of Applied Linguistics in Language Teaching, 5(1-4), 161-170. doi:10.1515/iral.1967.5.1 4.161DeHaan, J., Reed, W.M., Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning and Technology, 14(2), 74-94. https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/589059e6-5333 4aef-9547-cda8d3121f66/contentDeterding, S., Khaled, R., Nacke, L., & Dixon, D. (2011). Gamification: A definition. Retrieved from http://gamification-research.org/wp-content/uploads/2011/04/02 Deterding-KhaledNacke-Dixon.pdfEF EPI (2022) EF English Proficiency Index. Colombia. (2022). https://www.ef.com.co/epi/regions/latin america/colombia/?_gl=1*wtxluo*_up*MQ..Ghazal, L. (2007). Learning vocabulary in efl contexts through vocabulary learning strategies. Novitas-ROYAL, Vol.: 1(2), pp.84-91. https://dergipark.org.tr/en/download/article-file/111894Ibrahim, M. (2015). Art of Data Analysis. https://www.academia.edu/49895113/Art_of_Data_AnalysisJUUL, J. (2005). Half-Real: Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775.Leedy Jeanne Ellis Ormrod, P. (2015). Practical Research PLANNING AND DESIGN (Pearson Education Limited, Ed.). https://pce fet.com/common/library/books/51/2590_%5BPaul_D._Leedy,_Jeanne_Ellis_Orm rod%5D_Practical_Res(b-ok.org).pdf.Pemberton, L., Fallahkhair, S., & Masthoff, J. (2004). Towards a theoretical framework for informal language learning via interactive television. In D. Kinshuk, G. Sampson, & P. Isaias, (Eds.), Cognition and exploratory learning in the digital age (CELDA 2004), pp. 27-34.Rice, P. L., & Ezzy, D. (1999). Qualitative Research Methods: A Health Focus. South Melbourne (Australia): Oxford University Press.Richard Hackman, J. (1969). Toward understanding the role of tasks in behavioral research. Acta Psychologica, 31, 97–128.Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.Rosi, F., & Suharyadi. (2024). Grammar-Translation Method: Is it still Applicable Nowadays? Journal of Education Policy Analysis, 2(1), 28–35. Retrieved from https://businessandfinanceanalyst.com/index.php/JEPA/article/view/315Rudis D., & Poštić S. (2018). Influence of video games on the acquisition of the English language. Verbum, 8, 112-128. https://doi.org/10.15388/Verb.2017.8.11354Saber, A. (s/f). The pros and cons of the grammar translation method on the performance of Saudi EFL learners. https://www.ajsp.net/research/The%20Pros%20and%20Cons.pdfSaldaña, J. (2013). The Coding Manual for Qualitative Researchers (J. Seaman, Ed.). SAGE.Sato, E., & Jacobs, B. (1992). From input to intake: Towards a brain-based perspective of selective attention. Issues in Applied Linguistics, 3(2), 267-292 http://escholarship.org/uc/item/0mw1q1m6Saville-Troike, M. (2012). Cambridge introductions to language and linguistics: Introducing second language acquisition (2a ed.). Cambridge University Press. 1, 2-5. https://repository.bbg.ac.id/bitstream/588/1/Introducing_Second_Language_Acqui sition_.pdfSchmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199–227). Cambridge University Press.Silva, R.L. (2014). Video games as opportunity for informal english language learning: theoretical considerations. The Especialist, 35, 155-169. https://e journal.my.id/jsgp/article/download/1212/1215Tootkaboni, A. A. (2012). Recall of foreign-language vocabulary: Effects of keyword, context and wordlist instructional strategies on long-term vocabulary recall of EFL learners. E ğitimde Kuram ve Uygulama, 8(1), 54–71. https://dergipark.org.tr/tr/download/article-file/63333Ying, H. (1995). What sort of input is needed for intake? International Review of Applied Linguistics, 33(3), 175-194. doi: 10.1515/iral.1995.33.3.175ZYDA, M. (2005). “From visual simulation to virtual reality to games”. En: Computer, vol 38, n9, USA, 25-32.VideojuegosInglés como segundo idiomaAprendizaje de vocabularioRecuerdo de vocabularioAlumnos de undécimo gradoEnfoques innovadoresVideo gamesEnglish as a second languageVocabulary learningVocabulary recallEleventh-gradersInnovative approachesPublicationORIGINALDíazPérezKaren-GonzálezPadillaCamilo.pdfDíazPérezKaren-GonzálezPadillaCamilo.pdfapplication/pdf5685242https://repositorio.unicordoba.edu.co/bitstreams/4afbe4de-b34d-4c66-9835-82b5b4f77c8b/downloaddbfb7217782e70f1aef4fbaaa1193c5bMD51Formato de autorización.pdfFormato de autorización.pdfapplication/pdf3418886https://repositorio.unicordoba.edu.co/bitstreams/c06511a9-51cf-428c-8f20-6c3a8f08c5d8/download3f7611fe54a30f05505eb05627b6a7a5MD52LICENSElicense.txtlicense.txttext/plain; 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