Post on 31-Jul-2016
description
AK20603 KAEDAH PENYELIDIKAN KOMUNIKASI
SESI 2015/2016
NAME : LOH SI WEN
MATRIC NO : BA14110252
GROUP : A
GROUP NAME : TRIPLE S
LEADER NAME : SEPTIVIANA MALAU BA14110586
GROUP MEMBER: YEOH SU MAY BA14110701
TITLE :
Mastery Students English Proficiency through English Application Games:
A Comparative Research Towards Oh My English! And Johnny Grammar
Word Challenge
1
CONTENT
PAGES
1.0 INTRODUCTION 2-3
1.1 PROBLEM STATEMENT 4
1.2 RESEARCH QUESTIONS 4
1.3 OBJECTIVE 4
1.4 SCOPE STUDIES 5
1.5 IMPORTANT OF STUDIES 6
2.0 LITERATURE REVIEW 7-9
3.0 RESEARCH METHODOLOGY 10
4.0 RESEARCH INSTRUMENT 10
5.0 DATA COLLECTION AND ANALYSIS 11-17
6.0 DISCUSSION 18-19
7.0 CONCLUSION 20
8.0 REFERENCES 21-22
9.0 APPENDIX 23-24
2
Mastery Students English Proficiency through English Application Games:
A Comparative Research Towards Oh My English! And Johnny Grammar
Word1.0
1.0 INTRODUCTION
Although some parents or teachers feels that playing game is a time consumer, but
there are some games that bring benefits to the students especially language games.
The basic steps to have a good and proficiency language in reading, writing, speaking
and listening is have a strong language basic in grammar and vocabulary. A strong
language basic will increase the students become more confidence while they are
speaking or writing. Therefore, students can play the game such as language games
to help themselves improve or build a strong language basic. For a comparison of plays
language games and using exercise book as learning. Language games will be more
interesting, relaxing and students can understand faster compare to exercise book.
This is because exercise book is mostly full of text which can lead students feel bored
to continue doing the exercise. Language games is different because it not only contain
text but also included visual and audio. So, it may increase the intention of students
play the game as practice or learning. Besides, by putting learners in real life situations,
games make a connection with the real usage of language.
According to McCallum (1980) explains that there are many advantages of games such
as:
1. Focus students’ attention on specific structures, grammatical patterns, and
vocabulary items.
2. Can function as reinforcement, review and enrichment.
3. Involve equal participation from both slow and fast learners.
4. Can be adjusted to suit the individual age and language levels of the students.
5. Contribute to an atmosphere of healthy competition, providing an outlet for the
creative use of natural language in a non-stressful situation.
6. Can be used in any language teaching situations and with all skill areas (reading,
writing, speaking or listening).
3
In this game research, the researcher will use two English language game which is Oh
My English! And Johnny Grammar Word 1.0 for research. This two games is basically
focus on English grammar. Grammar games is chosen by researcher because
mastering the grammar concept will eventually produce proficient language learners.
“Grammar is not just a dry list of facts and rules. It is in our heads, and it is a living
resource that gives us the ability to communicate our ideas and feelings and to
understand what other people say or write to us” (Scrivener, 2003). Therefore,
researcher choose English grammar games as a research to make sure the factors of
helping students in mastering English language skills and improve their English level.
4
1.1 PROBLEM STATEMENT
There is a lot of games offer language learning materials by using online and non-
online applications. These materials can be downloaded and installed in smartphones
and also tablets no matter there are in iOS or Android version. However, can the
application game Oh My English! and Johnny Grammar Word Challenge help students
in improving and mastering their English level?
1.2 RESEARCH QUESTIONS
1. What is the content of the English application games chosen?
2. Can the application games chosen help students in mastering English language
skills and improve their English level?
1.3 OBJECTIVES
1. To analyse which English application games is more suitable for students in
mastering English language skills and improve their English level.
2. To make sure the factors of helping students in mastering English language
skills and improve their English level.
5
1.4 SCOPE STUDIES
The scope studies for this game research is based on UMS students. Language
game have no age limit for anyone, it can be play by kids, child, young adults and
even parents who do have child with them. A strong English grammar basic is
important for all students especially college and University students. University
students must have a strong basic in English grammar because the lecturer class will
be conduct in English by the lecturer. Besides, most of the references books and
lecture’s notes are also English version. Thus, if students have a good and proficiency
English basic, they can understand well during lecturer class.
However, there will be difference between students who are strong in English
language and students who are weak in English language. While comes to answer
exam questions or doing assignment, students who have a good and proficient in
English basic can easily answer all the questions during exam with their own ideas and
good writing skills. Whereas, students who have a weak English basic were facing a
problem of answering the questions because they can’t easily write out their ideas by
using English. Therefore, students will evade on writing in English for their assignment
and during exam. Most of the UMS students will choose to answer the exam questions
or assignments by using other language instead of English especially students in
Faculty of Humanities, Arts and Heritage.
6
1.5 IMPORTANT OF STUDIES
The important of this study by researcher is to make sure the factors of helping
student in mastering English language skills and improve their English level by using
two of the English application which is Oh My English! and Johnny Grammar Word
Challenge.
The ranking of the English language in the world is in the third place after
Mandarin and Spanish language. Therefore, English is very important for every
students which is not only important during their study life but it was also important
for them in the future while they go for work. Students might need to go for jobs
interview after they graduate and most of the interviewer will use English language to
interview the interviewee. Thus, students who have good and proficient in English
language will have the benefits during interview sessions because they are able to give
out their ideas by using their proficient English. Hence, students who are weak in
English are not able to express and communicate well. So form this situation students
will get to know that English is important.
From these studies, researcher get to know whether the English’s game
applications can help to improve the skills and level of the students who play it as a
English learning platform. However, researcher can also get to know or analyse which
game applications is more suitable for students to play it for learning, what game
applications can increase the interest of students in learning English and improve or
mastery their English language after they played the game. After the studies,
researcher can introduce the more suitable English game application for students who
willing to learn and improve their English language by playing the language game.
7
2.0 LITERATURE REVIEW
Game increase students’ involvement, motivations and interest in the material
and allow the instructor to be creative and original when presenting topics.
(Odenweller, 1998). Games also challenge students to apply the information, thus
allowing them to evaluate their critical thinking skills. They create a challenging
constructively competitive atmosphere that facilitates interaction among students in a
friendly and fun environment. (Patil, 1993) In my opinion, I agree that game increase
students’ involvement, motivations and interest because while students playing games
especially educational games such as Oh My English! and Johnny English Grammar,
students not only get to learn and improve their English level, games can capture
students’ attention when there are time limits because they feel challenging. Therefore,
it motivate students want to learn more when they didn’t get the score they want while
playing the games which has time limit. The games Oh My English! and Johnny English
Grammar
According to Putri Yasmin Megat Zaharuddin, Astro’s GenNext Business vice
president (27 February 2015), “Oh My English may have stood out because it creates
conversation around content.” Besides, “Oh My English have a comprehensive 360-
degree digital approach which works simultaneously with the television broadcast. For
instance, viewers can answer questions posed by the show’s characters through their
mobile devices in a segment called Brainbox.” The interactive, multi-platform Oh My
English experience to life and inspired millions to improve viewers English said by Putri
Yasmin. In my opinion, Oh My English is a good education program or shows which
can helps to increase the English proficiency of viewers especially kids, children and
also students. The teaching of English was conduct by using acting, whereas it won’t
made the viewers feels boring and the shows was interesting. However, learning while
watching can helps viewers easily to memorize or remember what they had learnt
because it contains audio and visual. Besides, viewers can also learn by answering the
questions which was asked by the characters of the shows. The correct answer will
also be stated or mention to let the viewers learn it.
8
McCallum (1980, p. ix) suggesting that “games automatically stimulate student
interest, a properly introduced game can be one of the highest motivating techniques.”
From the words “games automatically stimulate student interest”, we can understand
that student will be more interest to exercise such as English grammar which have
audio or visual compare to exercise that only contain text. This is because they will
feel bored and couldn’t remember the text easily without any image shown in the
exercise as an example. For example, the game Oh My English! have 10 different types
of English games in one level, from these game player won’t feel bored yet they still
get to learn English. Player need to increase their score then only can go to the next
level. Therefore, this shows that it will helps player or students to increase their English
language level and English skills because the questions will become harder in the next
level. However, for the Johnny Grammar Word Challenge game, it will tells the player
what is the correct answer after they finished the level. Hence, player get to learn from
their mistake by read through the correct answer that have been given. Both of the
games have time limit to answer and it’s in visual and audio, so, students will easily
remember what they have been learn from the English game.
Games increase learners’ proficiency in practicing grammar communicatively.
With the help of grammar games, students can develop their ability in using language
as they are given as a chance to use language in the situations which have a purpose
(Deesri, 2000, p.3). However, Celce-Murcia and Hilles (1988, p.132) claim that when
English language learners participate in games, the languages they use is task-oriented
and their aim is more than producing the correct speech. Therefore, games provide
learners with a chance to practice grammar communicative practice. In my opinion,
English games do helps students in their education or in the future because strong
basic of English language helps students easily understand the text they are reading
and also be able use different and profound English words while writing. Hence, a
good and strong English level or English skills is very important especially for those
undergraduate students. Meanwhile, students can also apply the things that they learn
in the games in their study.
9
The advantages of using games as learning is “games play the important part
of children’s development and learning language (Anyuegbu et al., 2012, Gardner;
cited in Al-Nafisah 2012). “Learning through games is useful, meaningful, worthwhile
and effective that causes the motivation, relaxation and dun to learners. The learners
can learn languages fundamentally and easily through games.” (Anyuegbu et al, 2012;
Alemi, 2010; Huyen & Nga, 2003; Kumar and Lightner, 2007; Obee, 2002; Piaget,
1967; Simpson, 2011; Jitmuad, 2005). Besides, it should be born in mind that language
learning is a challenging task requiring constant effort especially for young learners.
Games encourage learner to direct their energy towards language learning by
providing them with meaningful contexts (Wright, Betteridge and Buckby, 1984).
10
3.0 RESEARCH METHODOLOGY
The study will be conduct by using the experimental design method to analyse
which of the English game application can improve the skills and level of the students
in English language. The reason why researcher choose to use this method is to get
more details and in-depth on how English game application mastery the student’s
English skills and improve their English level after they played it.
However, this research will be participate by 40 respondents from UMS, which
is UMS students. The respondents will be separate into two groups which is Group A
and Group B. Group A will be the students who play Oh My English! English game and
Group B students will play the Johnny Grammar Word Challenge English game. There
will be 20 respondents in Group A and Group B. Hence, each person will have 10 to
20 minutes to play the English game.
Researcher will prepare one list of English grammar and vocabulary questions
for the respondents to fill in the correct answer. There will be an objective questions
which is relevant to the game that they had played. The result of the students will be
used as a comparison, to analyse which game can improve student’s English level and
also make sure the factor of helping students in mastering English language skills and
improve their English level by using the way of playing English game application.
4.0 RESEARCH INSTRUMENT
There were two 2 sets of the questionnaire were prepared in this research.
Questionnaire 1 was distributed to the experimental group from Group A and Group B
which is total 20 students in each group, in order to record the score of students while
answering the English grammar and vocabulary questions. On the other hand,
Questionnaire 2 was also distributed to the experimental group from Group A and
Group B after students played the English learning game. Score of the questionnaires
will be recorded and to see the improvement of students’ English level. Both of the
games will be compared by using the score of students get in the Questionnaire 1 and
Questionnaire 2. To see whether or not students’ score has increase after playing the
English games.
11
5.0 DATA COLLECTION AND ANALYSIS
Experimental group students from Group A will be ask to download the game Oh My
English! in iOS apps store or Android play store by using their mobile phone. After the
game was downloaded, students will be given 10 to 15 minutes to play the game. In
Oh My English! Game, there are 10 types of different games in each level. Therefore,
students are required to play at least one level of the game. However, experimental
group students from Group B will be ask to download the game Johnny Grammar Word
Challenge in iOS apps store or Android play store by using their mobile phone. There
will be 10 to 15 minutes given for students to play the game. Johnny Grammar Word
Challenge have three main game which is grammar, words and spelling. Hence,
students are asked to play the grammar game. There are 13 types quiz in the grammar
game and each quiz have different difficulty. Thus, students can freely choose
minimum 2 of the grammar game to play.
Table 1: Pre-test score for experimental group
Questionnaire 1: Before playing the English learning game
Score Oh My English! Johnny Grammar Word
Challenge
14 1 5% 1 5%
13 1 5% 3 15%
12 4 20% 3 15%
11 4 20% 3 15%
10 2 10% 3 15%
9 3 15% 2 10%
8 2 10% 2 10%
7 1 5% 2 10%
6 1 5% - -
5 1 5% 1 5%
4 - -
3 - -
2 - -
1 - -
0 - -
Total 20 students 100% 20 students 100%
12
This section of the findings will discuss the findings from Questionnaire 1 which
have been distributed to all the respondents from Experimental Group before they ask
to play the English learning game, Oh My English! and Johnny Grammar Word
Challenge.
The findings from Table 1, the experimental group of Oh My English! Game
shows that there are only one student who get 13 marks (5% of 20 students) and 14
marks (5% of 20 students) before they asked to play the Oh My English! Game.
However, four students which get the score of 11 marks (5% of 20 students) and 12
marks (20% of 20 students). Two students get 8 marks (10% of 20 students) and 10
marks (5% of 20 students), three students get 9 marks (15% of 20 students) before
they play the game. Besides, there are also one student who only get 5 marks (5% of
20 students), 6 marks (5% of 20 students) and 7 marks (5% of 20 students) while
they answered the questions in Questionnaire 1.
The experimental group of Johnny Grammar Word Challenge game shows that
there are only one student who get 14 marks (5% of 20 students) in Questionnaire 1.
However, there are three students which get the score of 10 marks (15% of 20
students), 11 marks (15% of 20 students), 12 marks (15% of 20 students) and 13
marks (15% of 20 students) before they play the Johnny Grammar Word Challenge
game. Meanwhile, another three students out of 20 students get to score 7 marks
(15%of 20 students), 8 marks (15% of 20 students) and 9 marks (15% of 20 students)
in Questionnaire 1. Besides, there was also only one student get the score of 5 marks
(5% of 20 students) while answered the questions given.
13
Table 2: Post-test score for experimental group
Questionnaire 2: After playing the English learning game
Score Oh My English! Johnny Grammar Word
Challenge
14 3 15% 2 10%
13 3 15% 6 30%
12 5 25% 5 25%
11 4 20% 3 15%
10 3 15% 2 10%
9 - - 1 5%
8 2 10% 1 5%
7 - -
6 - -
5 - -
4 - -
3 - -
2 - -
1 - -
0 - -
Total 20 students 100% 20 students 100%
This section of the findings will discuss the findings from Questionnaire 2 which
have been distributed to all the respondents from Experimental Group after students
play the games of Oh My English! and Johnny Grammar Word Challenge.
The findings from Table 2, the experimental group of Oh My English! Game
shows that there are three students get the score of 14 marks (15% of 20 students)
and 13 marks (15% of 20 students) in Questionnaire 2 after they play Oh My English!
Game. Five students get 12 marks (25% of 20 students) in the questions which have
been asked to answer. However, four students get the score of 11 marks (20% of 20
students) and three students get 10 marks (15% of 20 students) in Questionnaire 2.
Besides, there are also two student only get 8 marks (10% of 20 students) after they
play the English learning game, Oh My English!.
The experimental group of Johnny Grammar Word Challenge game shows that
there are two students who get the score of 14 marks (20% of 20 students) in
Questionnaire 2. However, there are six students which get 13 marks (30% of 20
students) after they play the Johnny Grammar Word Challenge game. Meanwhile, five
students out of 20 students get to score 12 marks (25% of 20 students), three students
14
get 11 marks (15% of 20 students) and two students get the score of 10 marks (15%
of 20 students) in Questionnaire 2. Besides, there was also only one student get the
score of 8 marks (5% of 20 students) and 9 marks (5% of 20 students) while answered
the questions given after play the Johnny Grammar Word Challenge game.
Table 3: The comparative tale of Pre-test and Post-test scores for Oh My
English!
The result Paired Differences t df Sig. (2-
tailed)
Mean Std.
Deviation
Std.
Error
Mean
95% Confidence Interval
of the Difference
Lower Upper
The score
between
Pretest -
Posttest
-1.50000 1.05131 .23508 -1.99203 -1.00797 -6.381 19 .000
From Table 3, the mean of the score between pre-test and post-test of Oh My English!
is -1.50000, the S.D. is 1.05131, the t score is -6.381, df is 19 and the result of pre-
test and post-test scores by students after playing the game Oh My English! have
statistical significance at 0.00.
15
Figure 1: Pre-test score of Oh My English! game
Figure 2: Post-test score of Oh My English! game
5% 5%
5% 5%
5%
10%
15%
10% 20%
20%
10%
15%
20%
25%
15%
15%
16
Table 4: The comparative tale of Pre-test and Post-test scores for Johnny
Grammar Word Challenge
The result Paired Differences t df Sig. (2-tailed)
Mean Std.
Deviation
Std.
Error
Mean
95% Confidence Interval
of the Difference
Lower Upper
The score
between
Pretest -
Protest
-1.55000 1.05006 .23480 -2.04144 -1.05856 -6.601 19 .000
From Table 4, the mean of the score between pre-test and post-test of Johnny
Grammar Word Challenge is -1.55000, the S.D. is 1.05006, the t score is -6.601, df is
19 and the result of pre-test and post-test scores by students after playing the game
Johnny Grammar Word Challenge have statistical significance at 0.00.
17
Figure 3: Pre-test score of Johnny Grammar Word Challenge
Figure 4: Post-test score of Johnny Grammar Word Challenge
5% 5%
10%
10%
10%
15% 15%
15%
15%
5%
5%
10%
15%
10%
30%
25%
18
6.0 DISCUSSION
After implementing the games and record the score of students while
answering the questionnaire which have been given by researcher. By comparing the
score in Questionnaire 1 and Questionnaire 2, it seems that students English level have
increased after playing the games Oh My English! and Johnny Grammar Word
Challenge. In the game Oh My English!, there was only one student get the score of
13 marks and 14 marks in Questionnaire 1. However, in Questionnaire 2, the number
of students who get to score 13 marks and 14 marks was increase to three students.
Besides, in Johnny Grammar Word Challenge game, the number of student who get
to score 13 marks and 14 marks in Questionnaire 1 are three students score 13 marks
and only one student score 14 marks. In Questionnaire 2, the score of 13 marks
increase to six student and 14 marks increase to two students after they played the
game. According to Gunn and McCallum (2005) express that games are another way
to help students learn, review and internalize various grammar structures. This result
can be supported by the Uses and Gratification theory, which means that students use
the media which can fulfils their need such as choosing to play the games Oh My
English! and Johnny Grammar Word Challenge to increase their English language skills
especially English grammar and vocabulary. Therefore, it shows a difference of the
result while answering the English question in Questionnaire 1 and Questionnaire 2.
Moreover, we can see that after students playing the games Oh My English!
and Johnny Grammar Word Challenge, the overall score in Questionnaire 2 was higher
compare to the score in Questionnaire 1. In Questionnaire 1, the lowest score which
answered by student is 5 marks in both of the games. Thus, in Questionnaire 2, the
lowest score for both of the games increase to 8 marks. This result shows that
student’s English level was increased while playing the games. This result can be
supported by Cognitive Theory of Multimedia Learning. According to Richard Mayer
(2014, p.47), the principle known as “multimedia principle” states that “people learn
more deeply from words and pictures than from words alone. Mayer summarize that
there are three main assumptions in these theory which is there are two separate
channels (auditory and visual) for processing information; there is limited channel
capacity and learning is an active process of filtering, selecting, organizing and
integrating information.
19
Games which contain audio and visual helps students easily remember, understand
and memorize the new words. Therefore in these research, we can see that students
able to score higher marks in Questionnaire 2 after playing the games.
In addition, the percentage of the score of students who play the game Johnny
Grammar Word Challenge increase higher than the percentage of the score who play
Oh My English! Game which can be seen in Table 1 and Table 2. This result means
that students who play the game Johnny Grammar Word Challenge get to lean more
and increase their English level while playing the game. This is because in the game
Johnny Grammar Word Challenge, although it has time limited while playing the game,
but after student answering the questions in the game, they get to know the correct
answer which they were answered wrong in the game. So, this game helps student to
learn from their mistake. However, for Oh My English! Game there are 10 different
types of games in each level but not every level shows the correct answer for the
student. So, students can’t able to know the right answer and they can’t learn from it.
Hence, the percentage of students score in Questionnaire 1 and Questionnaire 2 are
different for students. From these results, it can be support by Model of Text
Comprehension theory. “When a reader reads a text, an “understanding” of the text
is created in the reader’s mind” (Van Dijk & Kintsch, 1983). Therefore, when students
understand and know their mistaken from the wrong answered, the “understanding”
of the text helps the students remember their mistake. Thornburg (2002, p.25) has
observed that “the more decisions the learners make about a word, and the more
cognitively demanding these decisions, the better the word is remembered”.
Accordingly, it appears that using games enhances student’s capability of memorizing
the words as for they activate learners’ minds.
“Games add interest to what students might not find interesting. Sustaining
interest can mean sustaining effort.” (Thiagarajan, 1998; Wright, Betteridge & Buckby,
2005) Through my observation, students feel interested to the games because while
they are playing, they will keep trying to get the higher score in the game. Besides,
the game Oh My English! not only teaching English grammar or vocabulary, it’s also
training students typing skills, understanding skills and so on. Hence, it can increase
the intention of students keep playing it. Avedon & Sutton-Smith (1971: 28-29)
believes that “the main reason why games are considered effective learning aids is
that they spur motivation and students get absorbed in the competitive aspects of the
games.” So, it means that game give motivation for students to learn more.
20
7.0 CONCLUSION
What has been concerned in this research was whether or not using Oh My
English! and Johnny Grammar Word Challenge English application games can make
any effect on improvement of students English language level and English skills.
From the results of the tables shown in data analysis, the English application
game Oh My English! and Johnny Grammar Word Challenge can help to improve
student’s English proficiency. The increasing score of students in answering the
questions in Questionnaire 1 and Questionnaire shows that students was able to
understand and improve in what they had learnt during playing the English game.
According to Zdybiewska (1994:6) “…game are a good way of practicing language, for
they provide a model of what learners will use the language for in real life in the future
exercise that practice and utilize the new language have been completed, game can
then be introduced as yet another means for enabling greater comprehension”.
Besides, Gunn and McCallum (2005) express that games are another way to
help students learn, review and internalize various grammar structures. As the finding
of this study show, according to the result of students scored in Questionnaire 1 and
Questionnaire 2, English leaning games can be used for students to improve their
English language or helps them to have a strong basic English grammar or vocabulary
after playing the game. However, learning through games are more interesting and
learner can enjoy learning English without any stress. Games contain audio and visual
which helps them easy to remember the words or text that’s new to them.
In conclusion, it prove that games is a useful tool for students to learn and
improve their language. An education game aren’t wasting students’ time while playing
it, it is a good practice for leaners or students in their language skills. Consequently,
game was also able to enhance students’ motivation in learning compare to learn from
the text without any audio or visualization. Games also helps to improve learners and
student acquisition and increase their achievement.
21
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