Research Article
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Year 2021, Volume 9, Issue 2, 151 - 160, 15.06.2021
https://doi.org/10.17478/jegys.846480

Abstract

References

  • Akramy, S. A. (2020). Speaking anxiety in an Afghan EFL setting: A case study of an Afghan University. Language in India, 20(12), 161-182.
  • Aldana, & L, I. (2020). The Effects of Review Games Using Kahoot! on Students’ Quiz Scores. ERIC.Masters Thesis. (Vol. 21).
  • Alhajaji, B. H., Algmadi, J. S., & Metwally, A. A. (2020). Exploring the success of GMT technique: Games, mind-mapping, and twitter hashtags in teaching vocabulary in EFL higher education environment. International Journal of Higher Education, 9(3), 290–299. https://doi.org/10.5430/ijhe.v9n3p290
  • Allen, L. K., Snow, E. L., & Mcnamara, D. S. (2015). Are You Reading My Mind ? Modeling Students ’ Reading Comprehension Skills with Natural Language Processing Techniques. https://doi.org/http://dx.doi.org/10.1145/2723576.2723617
  • Bakhsh, S. A. (2016). Using Games as a Tool in Teaching Vocabulary to Young Learners. English Language Teaching, 9(7), 120. https://doi.org/10.5539/elt.v9n7p120
  • Barabadi, E., & Khajavi, Y. (2017). The effect of data-driven approach to teaching vocabulary on Iranian students’ learning of English vocabulary. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1283876
  • Camacho Vásquez, G., & Ovalle, J. C. (2019). The Influence of Video Games on Vocabulary Acquisition in a Group of Students from the BA in English Teaching. GIST Education and Learning Research Journal, 19(19), 172–192.
  • Chung, W. L., & Bidelman, G. M. (2021). Mandarin-speaking preschoolers’ pitch discrimination, prosodic and phonological awareness, and their relation to receptive vocabulary and reading abilities. Reading and Writing, 34(2), 337–353. https://doi.org/10.1007/s11145-020-10075-9
  • Daqiq, B., & Hashemi, A. (2021). Attitude of Afghan youths on watching foreign dubbed serials: A case study of Takhar University, Afghanistan. International Journal of Social Sciences and Education Research, 7(2), 173–180. https://doi.org/https://doi.org/10.24289/ijsser.874101
  • Davenport, C. A., Alber-Morgan, S. R., Clancy, S. M., & Kranak, M. P. (2017). Effects of a picture racetrack game on the expressive vocabulary of deaf preschoolers. Journal of Deaf Studies and Deaf Education, 22(3), 326–335. https://doi.org/10.1093/deafed/enx015
  • Derakhshan, A., & Davoodi Khatir, E. (2015). The Effects of Using Games on English Vocabulary Learning. Journal of Applied Linguistics and Language Research, 2(3), 39–47. Retrieved from www.jallr.ir
  • Dindar, M., Ren, L., & Järvenoja, H. (2021). An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. British Journal of Educational Technology, 52(1), 142–159. https://doi.org/10.1111/bjet.12977
  • Ebrahimzadeh, M., & Alavi, S. (2016). Motivating EFL students: E-learning enjoyment as a predictor of vocabulary learning through digital video games. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1255400
  • Elaish, M. M., Ghani, N. A., Shuib, L., & Al-Haiqi, A. (2019). Development of a Mobile Game Application to Boost Students’ Motivation in Learning English Vocabulary. IEEE Access, 7, 13326–13337. https://doi.org/10.1109/ACCESS.2019.2891504
  • Franciosi, S. J., Yagi, J., Tomoshige, Y., & Ye, S. (2016). The effect of a simple simulation game on long-term vocabulary retention. CALICO Journal, 33(3), 355–379. https://doi.org/10.1558/cj.v33i2.26063
  • Hashemi, Aminuddin Kew, S. N. (2020). The Effects of Using Blended Learning in Teaching and Learning English : A Review of Literature. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 18(4), 173–179.
  • Hashemi, A., & Kew, S. N. (2021). A critical discourse analysis of a news report on two mosques shooting in Christchurch-New Zealand. International Journal of Social Sciences and Education Research, 7(4), 15–24. https://doi.org/10.24289/ijsser.838397
  • Hashemi, A. (2021). Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching. Cogent Arts and Humanities, 8(1). https://doi.org/10.1080/23311983.2021.1933684
  • Hoa, T. M., & Trang, T. T. T. (2020). Effect of the Interactive Whiteboard on Vocabulary Achievement, Vocabulary Retention and Learning Attitudes. Anatolian Journal of Education, 5(2), 173–186. https://doi.org/10.29333/aje.2020.5215a
  • Ibrahim, E. H. E., Sarudin, I., & Muhamad, A. J. (2016). The Relationship between Vocabulary Size and Reading Comprehension of ESL Learners. English Language Teaching, 9(2), 116. https://doi.org/10.5539/elt.v9n2p116
  • Kallio, H., Pietil, A., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review : developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing (JAN), 72(12), 29–54. https://doi.org/10.1111/jan.13031
  • Kamnardsiri, T., Hongsit, L. O., Khuwuthyakorn, P., & Wongta, N. (2017). The effectiveness of the game-based learning system for the improvement of American Sign Language using kinect. Electronic Journal of E-Learning, 15(4), 283–296.
  • Karaaslan, H., Kilic, N., Guven-Yalcin, G., & Gullu, A. (2018). Students ’ Reflections On Vocabulary Learning Through Synchronous And Asynchronous. Turkish Online Journal of Distance Education-TOJDE July, 19(3), 53–70.
  • Khalidiyah, H. (2017). The use of domino game with picture in improving students ’ vocabulary knowledge. Education and Language International Conference Proceedings Center for International Language Development of Unissula, 1(1), 349–358.
  • Li, J., & Cummins, J. (2019). Effect of using texting on vocabulary instruction for English learners. Language Learning and Technology, 23(2), 43–64.
  • Ma, X., & Yodkamlue, B. (2019). The effects of using a self-developed mobile app on vocabulary learning and retention among EFL learners. Pasaa, 58(December), 166–205.
  • Miyazaki, K. (2019). The Effect of an Online Vocabulary Learning Tool on Passive and Active Vocabulary Use at a Range of Proficiency Levels. Journal of Pan-Pacific Association of Applied Linguistics, 23(1), 85–108. https://doi.org/10.25256/paal.23.2.5
  • Murray, & Ian. (2018). Use Of Multimedia Games For Biology Vocabulary Instruction (Vol. 15). Retrieved from http://awsassets.wwfnz.panda.org/downloads/earth_summit_2012_v3.pdf%0Ahttp:
  • Noori, A.Q., Said, H., Mohamad Nor, F., & Abd Ghani, F. (2020). The Relationship between University Lecturers' Behaviour and Students' Motivation. Universal Journal of Educational Research, 8(11C), 15 - 22. DOI: 10.13189/ujer.2020.082303.
  • Orfan, S. N. (2020). Afghan undergraduate students’ attitudes towards learning English. Cogent Arts and Humanities, 7(1). https://doi.org/10.1080/23311983.2020.1723831
  • Orfan, S. N., Noori, A. Q., Hashemi, A., & Akramy, S. A. (2021). Afghan EFL Instructors ’ Use of Teaching Methods. International Journal of English Language Studies (IJELS), 3(5), 31–38. https://doi.org/10.32996/ijels
  • Pekalongan, I., Rahmah, R. E., & Pekalongan, I. (2019). The Use of Codenames Game to Help Students in Learning Vocabulary. Journal For Language And Foreign Language Learning, 8(2), 1–16. https://doi.org/http://dx.doi.org/10.21580/vjv8i23770 The
  • Prabha, T., & Abdul Aziz, A. (2020). Effectiveness of Using Poly Category Mind Map for Vocabulary Development. Arab World English Journal, 11(2), 214–231. https://doi.org/10.24093/awej/vol11no2.15
  • Rasti-Behbahani, A., & Shahbazi, M. (2020). Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge. Computer Assisted Language Learning, 0(0), 1–25. https://doi.org/10.1080/09588221.2020.1846567
  • Rolletschek, H. (2020). The Effects of Odor on Vocabulary Learning. Language Teaching Research Quarterly, 18, 21–39. https://doi.org/10.32038/ltrq.2020.18.02
  • Selvi, M., & Çoşan, A. Ö. (2018). The effect of using educational games in teaching kingdoms of living things. Universal Journal of Educational Research, 6(9), 2019–2028. https://doi.org/10.13189/ujer.2018.060921
  • Semtin, S. A., & Maniam, M. (2015). Reading Strategies among ESL Malaysian Secondary School Students. International Journal of Evaluation and Research in Education (IJERE), 4(2), 54. https://doi.org/10.11591/ijere.v4i2.4492
  • Shahriarpour, N., & Kafi, Z. (2014). On the Effect of Playing Digital Games on Iranian Intermediate EFL Learners’ Motivation toward Learning English Vocabularies. Procedia - Social and Behavioral Sciences, 98, 1738–1743. https://doi.org/10.1016/j.sbspro.2014.03.601
  • Shimono, T. (2018). L2 Reading Fluency Progression Using Timed Reading and Repeated Oral Reading. Reading in a Foreign Language, 30(1), 152–179.
  • Sowell, J. (2018). Talking about Words: A Vocabulary Description Game. In English Teaching Forum.
  • Tarchi, C. (2015). Fostering reading comprehension of expository texts through the activation of readers ’ prior knowledge and inference-making skills. International Journal of Educational Research, 72, 80–88. https://doi.org/10.1016/j.ijer.2015.04.013

The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students

Year 2021, Volume 9, Issue 2, 151 - 160, 15.06.2021
https://doi.org/10.17478/jegys.846480

Abstract

Using educational games for the improvement of the students’ vocabulary retention has been widely used in the educational setting for many decades. The acquisition of vocabulary as part of the subskills of the English language is considered a vital part of learning any target language. Hence, this research study aimed at exploring the effects of using games to teach vocabulary in reading comprehension among freshmen students at Takhar University. This study has employed a mixed-method involving pre-test, post-test, and a semi-structured interview. The researcher employed descriptive statistical analysis to analyze the frequency and percentage of the respondents. The inference method of the content analysis is also used for the semi-structured interview to identify whether games are motivating the students to enhance their vocabulary knowledge of the student. The targeted group was 20 students from the English department. They were freshmen students of the English department at Takhar University. Their ages were ranging from 18 to 25 including both male and female students. The findings of the present study revealed that employing games are effective and beneficial for teaching vocabulary in reading comprehension. This study also indicated that games improve students’ motivation in acquiring vocabulary. Besides, it is hoped that educational games are more attractive, fun, and helpful in teaching and as well as building the vocabulary knowledge of the students. It is proposed that teachers should look for educational games and techniques to involve their students in the use of a creative expression in the enhancement of the vocabulary knowledge.

References

  • Akramy, S. A. (2020). Speaking anxiety in an Afghan EFL setting: A case study of an Afghan University. Language in India, 20(12), 161-182.
  • Aldana, & L, I. (2020). The Effects of Review Games Using Kahoot! on Students’ Quiz Scores. ERIC.Masters Thesis. (Vol. 21).
  • Alhajaji, B. H., Algmadi, J. S., & Metwally, A. A. (2020). Exploring the success of GMT technique: Games, mind-mapping, and twitter hashtags in teaching vocabulary in EFL higher education environment. International Journal of Higher Education, 9(3), 290–299. https://doi.org/10.5430/ijhe.v9n3p290
  • Allen, L. K., Snow, E. L., & Mcnamara, D. S. (2015). Are You Reading My Mind ? Modeling Students ’ Reading Comprehension Skills with Natural Language Processing Techniques. https://doi.org/http://dx.doi.org/10.1145/2723576.2723617
  • Bakhsh, S. A. (2016). Using Games as a Tool in Teaching Vocabulary to Young Learners. English Language Teaching, 9(7), 120. https://doi.org/10.5539/elt.v9n7p120
  • Barabadi, E., & Khajavi, Y. (2017). The effect of data-driven approach to teaching vocabulary on Iranian students’ learning of English vocabulary. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1283876
  • Camacho Vásquez, G., & Ovalle, J. C. (2019). The Influence of Video Games on Vocabulary Acquisition in a Group of Students from the BA in English Teaching. GIST Education and Learning Research Journal, 19(19), 172–192.
  • Chung, W. L., & Bidelman, G. M. (2021). Mandarin-speaking preschoolers’ pitch discrimination, prosodic and phonological awareness, and their relation to receptive vocabulary and reading abilities. Reading and Writing, 34(2), 337–353. https://doi.org/10.1007/s11145-020-10075-9
  • Daqiq, B., & Hashemi, A. (2021). Attitude of Afghan youths on watching foreign dubbed serials: A case study of Takhar University, Afghanistan. International Journal of Social Sciences and Education Research, 7(2), 173–180. https://doi.org/https://doi.org/10.24289/ijsser.874101
  • Davenport, C. A., Alber-Morgan, S. R., Clancy, S. M., & Kranak, M. P. (2017). Effects of a picture racetrack game on the expressive vocabulary of deaf preschoolers. Journal of Deaf Studies and Deaf Education, 22(3), 326–335. https://doi.org/10.1093/deafed/enx015
  • Derakhshan, A., & Davoodi Khatir, E. (2015). The Effects of Using Games on English Vocabulary Learning. Journal of Applied Linguistics and Language Research, 2(3), 39–47. Retrieved from www.jallr.ir
  • Dindar, M., Ren, L., & Järvenoja, H. (2021). An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. British Journal of Educational Technology, 52(1), 142–159. https://doi.org/10.1111/bjet.12977
  • Ebrahimzadeh, M., & Alavi, S. (2016). Motivating EFL students: E-learning enjoyment as a predictor of vocabulary learning through digital video games. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1255400
  • Elaish, M. M., Ghani, N. A., Shuib, L., & Al-Haiqi, A. (2019). Development of a Mobile Game Application to Boost Students’ Motivation in Learning English Vocabulary. IEEE Access, 7, 13326–13337. https://doi.org/10.1109/ACCESS.2019.2891504
  • Franciosi, S. J., Yagi, J., Tomoshige, Y., & Ye, S. (2016). The effect of a simple simulation game on long-term vocabulary retention. CALICO Journal, 33(3), 355–379. https://doi.org/10.1558/cj.v33i2.26063
  • Hashemi, Aminuddin Kew, S. N. (2020). The Effects of Using Blended Learning in Teaching and Learning English : A Review of Literature. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 18(4), 173–179.
  • Hashemi, A., & Kew, S. N. (2021). A critical discourse analysis of a news report on two mosques shooting in Christchurch-New Zealand. International Journal of Social Sciences and Education Research, 7(4), 15–24. https://doi.org/10.24289/ijsser.838397
  • Hashemi, A. (2021). Effects of COVID-19 on the academic performance of Afghan students’ and their level of satisfaction with online teaching. Cogent Arts and Humanities, 8(1). https://doi.org/10.1080/23311983.2021.1933684
  • Hoa, T. M., & Trang, T. T. T. (2020). Effect of the Interactive Whiteboard on Vocabulary Achievement, Vocabulary Retention and Learning Attitudes. Anatolian Journal of Education, 5(2), 173–186. https://doi.org/10.29333/aje.2020.5215a
  • Ibrahim, E. H. E., Sarudin, I., & Muhamad, A. J. (2016). The Relationship between Vocabulary Size and Reading Comprehension of ESL Learners. English Language Teaching, 9(2), 116. https://doi.org/10.5539/elt.v9n2p116
  • Kallio, H., Pietil, A., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review : developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing (JAN), 72(12), 29–54. https://doi.org/10.1111/jan.13031
  • Kamnardsiri, T., Hongsit, L. O., Khuwuthyakorn, P., & Wongta, N. (2017). The effectiveness of the game-based learning system for the improvement of American Sign Language using kinect. Electronic Journal of E-Learning, 15(4), 283–296.
  • Karaaslan, H., Kilic, N., Guven-Yalcin, G., & Gullu, A. (2018). Students ’ Reflections On Vocabulary Learning Through Synchronous And Asynchronous. Turkish Online Journal of Distance Education-TOJDE July, 19(3), 53–70.
  • Khalidiyah, H. (2017). The use of domino game with picture in improving students ’ vocabulary knowledge. Education and Language International Conference Proceedings Center for International Language Development of Unissula, 1(1), 349–358.
  • Li, J., & Cummins, J. (2019). Effect of using texting on vocabulary instruction for English learners. Language Learning and Technology, 23(2), 43–64.
  • Ma, X., & Yodkamlue, B. (2019). The effects of using a self-developed mobile app on vocabulary learning and retention among EFL learners. Pasaa, 58(December), 166–205.
  • Miyazaki, K. (2019). The Effect of an Online Vocabulary Learning Tool on Passive and Active Vocabulary Use at a Range of Proficiency Levels. Journal of Pan-Pacific Association of Applied Linguistics, 23(1), 85–108. https://doi.org/10.25256/paal.23.2.5
  • Murray, & Ian. (2018). Use Of Multimedia Games For Biology Vocabulary Instruction (Vol. 15). Retrieved from http://awsassets.wwfnz.panda.org/downloads/earth_summit_2012_v3.pdf%0Ahttp:
  • Noori, A.Q., Said, H., Mohamad Nor, F., & Abd Ghani, F. (2020). The Relationship between University Lecturers' Behaviour and Students' Motivation. Universal Journal of Educational Research, 8(11C), 15 - 22. DOI: 10.13189/ujer.2020.082303.
  • Orfan, S. N. (2020). Afghan undergraduate students’ attitudes towards learning English. Cogent Arts and Humanities, 7(1). https://doi.org/10.1080/23311983.2020.1723831
  • Orfan, S. N., Noori, A. Q., Hashemi, A., & Akramy, S. A. (2021). Afghan EFL Instructors ’ Use of Teaching Methods. International Journal of English Language Studies (IJELS), 3(5), 31–38. https://doi.org/10.32996/ijels
  • Pekalongan, I., Rahmah, R. E., & Pekalongan, I. (2019). The Use of Codenames Game to Help Students in Learning Vocabulary. Journal For Language And Foreign Language Learning, 8(2), 1–16. https://doi.org/http://dx.doi.org/10.21580/vjv8i23770 The
  • Prabha, T., & Abdul Aziz, A. (2020). Effectiveness of Using Poly Category Mind Map for Vocabulary Development. Arab World English Journal, 11(2), 214–231. https://doi.org/10.24093/awej/vol11no2.15
  • Rasti-Behbahani, A., & Shahbazi, M. (2020). Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge. Computer Assisted Language Learning, 0(0), 1–25. https://doi.org/10.1080/09588221.2020.1846567
  • Rolletschek, H. (2020). The Effects of Odor on Vocabulary Learning. Language Teaching Research Quarterly, 18, 21–39. https://doi.org/10.32038/ltrq.2020.18.02
  • Selvi, M., & Çoşan, A. Ö. (2018). The effect of using educational games in teaching kingdoms of living things. Universal Journal of Educational Research, 6(9), 2019–2028. https://doi.org/10.13189/ujer.2018.060921
  • Semtin, S. A., & Maniam, M. (2015). Reading Strategies among ESL Malaysian Secondary School Students. International Journal of Evaluation and Research in Education (IJERE), 4(2), 54. https://doi.org/10.11591/ijere.v4i2.4492
  • Shahriarpour, N., & Kafi, Z. (2014). On the Effect of Playing Digital Games on Iranian Intermediate EFL Learners’ Motivation toward Learning English Vocabularies. Procedia - Social and Behavioral Sciences, 98, 1738–1743. https://doi.org/10.1016/j.sbspro.2014.03.601
  • Shimono, T. (2018). L2 Reading Fluency Progression Using Timed Reading and Repeated Oral Reading. Reading in a Foreign Language, 30(1), 152–179.
  • Sowell, J. (2018). Talking about Words: A Vocabulary Description Game. In English Teaching Forum.
  • Tarchi, C. (2015). Fostering reading comprehension of expository texts through the activation of readers ’ prior knowledge and inference-making skills. International Journal of Educational Research, 72, 80–88. https://doi.org/10.1016/j.ijer.2015.04.013

Details

Primary Language English
Subjects Education and Educational Research
Published Date June 2021
Journal Section Differentiated Instruction
Authors

Aminuddin HASHEMİ> (Primary Author)
Takhar University
0000-0002-6052-1516
Afghanistan

Publication Date June 15, 2021
Published in Issue Year 2021, Volume 9, Issue 2

Cite

Bibtex @research article { jegys846480, journal = {Journal for the Education of Gifted Young Scientists}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2021}, volume = {9}, number = {2}, pages = {151 - 160}, doi = {10.17478/jegys.846480}, title = {The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students}, key = {cite}, author = {Hashemi, Aminuddin} }
APA 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 , 9 (2) , 151-160 . DOI: 10.17478/jegys.846480
MLA Hashemi, A. "The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students" . Journal for the Education of Gifted Young Scientists 9 (2021 ): 151-160 <https://dergipark.org.tr/en/pub/jegys/issue/60655/846480>
Chicago Hashemi, A. "The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students". Journal for the Education of Gifted Young Scientists 9 (2021 ): 151-160
RIS TY - JOUR T1 - The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students AU - AminuddinHashemi Y1 - 2021 PY - 2021 N1 - doi: 10.17478/jegys.846480 DO - 10.17478/jegys.846480 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 151 EP - 160 VL - 9 IS - 2 SN - -2149-360X M3 - doi: 10.17478/jegys.846480 UR - https://doi.org/10.17478/jegys.846480 Y2 - 2021 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students %A Aminuddin Hashemi %T The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students %D 2021 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 9 %N 2 %R doi: 10.17478/jegys.846480 %U 10.17478/jegys.846480
ISNAD Hashemi, Aminuddin . "The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students". Journal for the Education of Gifted Young Scientists 9 / 2 (June 2021): 151-160 . https://doi.org/10.17478/jegys.846480
AMA Hashemi A. The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students. JEGYS. 2021; 9(2): 151-160.
Vancouver Hashemi A. The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students. Journal for the Education of Gifted Young Scientists. 2021; 9(2): 151-160.
IEEE A. Hashemi , "The effects of using games on teaching vocabulary in reading comprehension: a case of gifted students", Journal for the Education of Gifted Young Scientists, vol. 9, no. 2, pp. 151-160, Jun. 2021, doi:10.17478/jegys.846480

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