1

EXPLORING THE EFFECTIVENESS AND PERCEPTIONS OF COMPUTER GAME

BASED IN VOCABULARY LEARNING

CHAPTER 1

INTRODUCTION

1.1 Introduction

Vocabulary enrichment is vital in L2 learning skills. It is basic foundation for

students who are learning a language because a word is a tool that conveys

its meaning to our minds (Dewey, 1910). In line with massive progress in

educational technology, a potential instructional design should be opted to

provide a convenient way of vocabulary learning which will act as

autonomous learning. The most important part is to accomplish vocabulary

acquisition and sustain the learner’s effort and motivation. (Nation, 2010).

The significance of vocabulary learning is very much contribute to the

language fluency and it has been recognized as the primary steps heading to

language learning process which is tiresome and time consuming. It’s never

ending process pose challenging process at certain stage. The language

learning process also depend on the learners and relatively related to

personality factors, learning style, age, sex and cultural background. Hence,

vocabulary learning strategies has fall under learning strategies as a whole.

Vocabulary skills must be developed through any means in order to gain

language fluency. Thus, numbers of studies done concluded that computer

assisted vocabulary learning has rather shorter period of time in comparison

with traditional way of learning vocabulary as reported by (Tamjid, N.H. ,&

Moghadam S.S., 2012). Furthermore, learners are especially favor learning

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vocabulary independently rather than instructed by another person which

expressed in a study from ( Oxford, R. L., & Scarcella, R. C, 1994).

Another remark from (Qingzhoa, 2011) assert that learning solely of teacher

- centered and without additional own effort will be seen fruitless in language

learning. It can be said that independence learners from previous literature

are significant in language learning. As in (Orhan Kocaman, Gonca Kizilkaya

Cumaoglu, 2014), Computer Assisted Language Learning and Teaching

application (CALLT) is dominant in autonomous learning that gives paradigm

shift in fluctuating insights from teacher centeredness into students’

centeredness. Based on studies by (Zhoa, 2005) exploring the effect of

technology in language learning has stated technology is purposely used in

numerous means to produce an effective language learning settings. It will

lead to the growing of language input and output. In the meantime,

exercises provided for vocabulary learning with immediate feedback are

highly motivated drive for learners. Generally, educational software tools

offers wide range of drilling lexical knowledge, essential of grammar and

pronunciation as mentioned by (Seljan,S., Berger, N. & Dovedon, Z , 2004).

Computer games-based technology style can be referred as games-based learning that offer

support, development in teaching, as well as assessment and evaluation. Nowadays, younger

generation of digital natives have grown up in a technologically sophisticated setting which has

led to changes in their approaches and prospects. In the meantime, many of today’s educators are

among pre-digital generation of ‘digital immigrants’. It resulted in the differences between the

former and the latter.

1.2 Background of the study.

The importance of vocabulary learning cannot be shrugged off in order to

master the language. Vocabulary learning is equal to language acquisition.

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Learners must know what types of vocabulary learning strategies that

suitable and promote greater effect in vocabulary enrichment. There are

various types of computer games offered through the web and each game

provides different scope. Students utilize different strategies in vocabulary

learning which depend on their own preference of learning style. Zhoa(2005)

has reported the effects of technology in language learning which offer

various way to create successful language learning settings.

1.2 Statement of the Problem.

In the process of vocabulary acquisition, lot of words need to be memorized

and it somehow burdens the learners with lower motivation reported by

Schmitt (2010). Some learners encounter problems to memorize words. It is

not their capability that being questioned but it is more related to the

methods of how the content being received.

In order to disentangle the issues, computer games are intentionally design

to aid the learning process. It is indeed does help to sustain learners’ efforts

and motivation as found in (Nation, 2010).

When learners are motivated, they are enthusiastic, focused and engaged.

They become interested in and enjoy what they are doing, they will try hard,

persist over time. Stated through (Rosemary Garris, Robert Ahlers, James E.

Driskell, 2002 ) the primary factors which turn an activity into a naturally

motivating ways are challenge, curiosity, and fantasy.

1.3 Research objectives.

1) The research objectives of this study are

i. To explore the effectiveness of using computer game-

based in vocabulary learning among tertiary students in

Malaysia.

ii. To investigate student’s vocabulary learning strategies.

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iii. To examine students’ perceptions on using computer

game- based for vocabulary learning.

1.4 Research questions.

The research questions of this study are

i. What are the effects of using computer game- based in

vocabulary learning towards student’s performance?

ii. How does learner of language apply for vocabulary

learning?

iii. What are the perceptions of students in using computer

game- based in vocabulary learning?

1.5 Operational Definition.

The definitions used in this study are as followed.

1.5.1 Computer game

Collin English Dictionary (2003) defined computer game as any various

games, recorded on cassette or disc for use in a home computer, that are

played by manipulating a mouse, joystick, or the keys on the keyboard of a

computer in response to the graphics on the screen. According to Ed Tech

Review (2013) it is a type of game play that has defined learning outcomes

where it was designed to set balance between subject matter with gameplay

and the skill of the player/ student to recall and apply said subject matter to

the real world. For the purpose of this study, computer game refer to a

methods used to learn vocabulary skill.

1.5.2 Vocabulary learning strategies

Azadeh (2010) mentioned vocabulary learning strategies (VLSs) are steps

taken by the language learners to acquire new English words. (Johnson,

2007), has mentioned vocabulary learning strategies can be fall into metacognitive,

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cognitive, memory and activation strategies. Metacognitive strategies involve selective attention

and self-initiation strategies. By guessing meaning of words, managing dictionary skill and note-

taking skills are considered as cognitive strategies in vocabulary learning. Listing words and

repeating the list are examples of rehearsal strategies. Apart from that rehearsal practices,

memory strategies also employ encoding as found in association, imagery, visual, auditory,

semantic, and contextual encoding as well as word structure (i.e., analyzing a word in terms of

prefixes, stems, and suffixes). Meanwhile, activation strategies involve by which the learners

actually use new words in different context. For the purpose of this study, vocabulary learning

strategies refer to methods used among students to enrich their vocabulary.

1.5.3 Computer Assisted Language Learning (CALL)

(Chapelle, 2001), has come out that computer-assisted language learning (CALL) was the

expression agreed upon at the 1983 TESOL convention. The term is broadly used to discuss in a

context of technology and second language teaching and learning. In this specific context,

CALL have major role in language learning. Computer is regarded as tutor for language drills or

skill practices, tool for many purposeful activities in writing, presenting, and researching and the

most important role lie in global communication. For the purpose of this study, computer-

assisted language learning (CALL) refers to one of the methods for language acquiring.

1.5.4 Autonomous learning

There are overall definitions for autonomous learning that applied for those

who take responsibility for his/her own learning, able to set goals, choose

language learning strategies, monitor their progress and evaluate his/her

successful acquisition as defined by The Language Centre (2015). The

beginning step for supporting language learning autonomy is for the learners to develop effective

strategies in adapting individual learning, while being willing and able to change and improve

those strategies over time, as the language learning progresses. For the purpose of this study,

autonomous learning refers the way students conduct their way of learning with the help of

computer technology.

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1.6 Limitation of the study

There are several limitations in this study. Firstly, the respondent of the

study are consists of undergraduate students Mara University of Technology.

It only will represent students from this university and not all tertiary

students in Malaysia as a whole. Furthermore, this study also finds its

limitation in availability computers in computer lab. Since only one computer

lab is available for the purpose of data collection. In the meantime the

respondents varied in courses and subjects taken. Therefore, there will be

different interpretation of findings.

1.7 Significances of the study.

This section will provide brief descriptions on the various significances study

of the strategies and effectiveness of using computer game based in

vocabulary learning. The proposed study will enable to help the learners

identify the effective way in vocabulary learning with the aid of computer

games. All the while, their adopted vocabulary learning strategies will

disclose if it is does offer the effective vocabulary learning. By this study,

learners will come up with various strategies in improving their learning

process and will enable them study independently and less focus on teacher.

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CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

This study will explore the use of computer games and its effectiveness in

vocabulary learning based on the past research. The objective of this study is

also to find out the strategies used among tertiary students. The perceptions

among students on using computer games will be highlighted as well in this

study. Thus, this paper shall look into the strategies used by students in

language learning.

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Digital natives perceive that learning is interesting when it is engaging and

implying that computer and video games offer motivation which do not found

in another ways. Apart from giving satisfaction and pleasure, the medium of

computer- game based learning provide rules and goals which resulted in

high motivation and structure. Since the medium is acting reciprocally and

versatile, it will reflects in movement of doing action and flow.

2.1 Strategies used in vocabulary learning.

There are various strategies in vocabulary learning adopted by learners. The

best methods will serve them to have better vocabulary retention. Incidental

and intentional vocabulary learning show distinctions in their learning

outcome. Incidental learning is the process of learning something without the

intention of doing so. It is also learning one thing while intending to learn

another. (Richards, J, Schmidt, R., 2002). In this context, incidental

vocabulary learning stimulate the learners for extensive reading which in

turn influence learner’s ability to guess the meaning of new words from the

contextual clues. It is extensive reading that provide input-rich environment

although at a slow rate. (Coady, J., Huckin, T., 1997). Moreover, as viewed by

(Hulstijn, J.H.,Laufer, B., 2001) the words that learners found in incidental

vocabulary learning will be retained in the long term memory and could be

used more widely in different situations.

Intentional learning as listed by (Ahmad, 2011) which is an intended

learning; rely on synonyms, antonyms, multiple choices, scrambles words of

puzzles and new wordlists are less effective. Such rote learning in

memorizing new word list is not through mental process and blindly

memorizes the word without associating through reading text. However, if it

were learned through guessing the meaning while referring to reading in

context, it will have more positive effects. Furthermore, learners also can use

bilingual online dictionary which are available on internet. Since, the

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advancement in communication technology, users of smart phone can

download dictionary applications in their mobile and can be accessed at all

cost.

From a longitudinal experiment, (Cohen, A.D., Aphek, E. , 1981) exposed that learners are

merely memorize the unfamiliar words. Another strategies adapt by learners is note taking

written on the side line of their book page as found by (Ahmed, 1989). From those studies it can

be briefly conclude that learners are prefer to choose for more mechanical means which involve

active operation of information as in imagery, inferencing and keyword methods. Specifically, a

research into vocabulary learning strategies, like forming associations (Cohen and Aphek, 1981)

and using the Keyword Method have been shown to boost retention of target words.

2.2 Student’s perceptions using computer game- based in language learning.

A study by (Liu, 2014) has shown that students were agreed with the view

that learning English using computer and computer software is much more

effective and easier. (Ellis, 1994) states that in language learning, learners

have demonstrate their own perception regarding how they can acquire

language learning. The learners are well aware of their own preferences on

how they should govern themselves when it comes to language learning. It

will help them to make the learning process applied efficiently.

This study tries to explore student’s perception on using the computer

games in vocabulary learning when they are exposed to the use of such

online vocabulary learning and traditional methods of word list

memorization. It will try to uncover their feelings of achievement and

thoughts after they have been revealed to two methods. In particular, it will

record their implicit anticipatory evaluation. (Ajzen, I. ,Madden,T.J. , 1986).

Students regard vocabulary learning using computer software more

convenient. A significant study stated that 80% of the students said using

email in English.

2.3 Autonomous Learning

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Applying computer game based as a method in acquiring language can be

considered as autonomous learning. It will facilitate students with material

for self-learning. Nowadays, learners are prefer to be guided as in facilitator

role. They are no longer expecting from teachers to teach them one by one.

In the era of technology, many things can be done with just a fingertips. The

game can be assessed anytime without having to subscribe to particular

website. This methods of learning offer cooperative and independent

learning. Thus, (Godwin,Jones, 2011) assert that learners are highly

encouraged to develop and employ meta- cognitive strategies which in turn

can can help learner autonomy with the use of computer technology..

Students can help themselves by trial and error concept and explore on their

own as there is no one will block this type of learning process. With the

advance of technology abundance of sources can be referred to.

2.4 Motivation in language learning.

Generally, motivation as stated by (Dornyei, 2009) is regard by teachers and researchers as one

of the key factors that influence the frequency and success of second/foreign language learning.

It suggests that motivation as an essential elements in providing the

readiness of the learning process. Motivation in learning also offer a situation

that stimulate learners to start learning. This condition can become a driving

force in sustaining the long and dreary of learning process. It should be note

that language acquiring can be demanding if Young learners or adult

learner must be equipped with motivation from the early process of learning.

Meanwhile, according to (Nadzrah Abu Bakar, Elaheh Nosratirad, 2013),

motivation lead to the effective learning of vocabulary in any learning

environment. From that point also stated that when learners encounter new

words in the game, it might be use outside the game which keep the

learners eager to keep on play the game.

2.4 The effectiveness of using computer games.

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With the rapid advancement in technology- incorporated vocabulary learning

are specifically designed to facilitate and make the learning process

interesting. Texts, images and video integrated in multimedia presentation

were said to play a vital part in vocabulary acquisition. (Chun D.M. , Plass, J.L,

1996). Furthermore computer games are engaging and motivate learners

through their goals and struggle in learning. (Prensky, 2006). It is proven in a

study by (Itayem, 2014) that CALL samples are prone to achieve well

compared to non -CALL samples in educational settings encompassed

primary, secondary, private language school and adult literacy settings. It

also strongly supported by (Glenn Gordon Smith ,, Mimi Li , Jack Drobisz , Ho-

Ryong Park , Deoksoon Kim , 2013) that inference computer- based

computer games resulted in better learning of new list of words in contrast to

traditional memorization vocabulary practices which only use hardcopy of

word list.

Perfect designed computer software in vocabulary learning will provide

progressive to the learners. The Lightspan Partnership (Prensky, 2006) rated

if students were added a day in a week specifically for vocabulary learning

period, it is hoped that it will demonstrated in higher score. The study also

had shown an increase in vocabulary and language arts 24 and 24 percent

respectively. According to (Shaffer, Squire, Halverson, Gee, 2004), computer games ‘bring

together ways of knowing, ways of doing, ways of being, and ways of caring’. In addition, (Gee,

2003) has identified 36 different learning principles of why games are good for learning. Those

principles include identity (how a game captures and engages a player); interaction (appropriate

and immediate feedback providing additional problems based on player decisions); production

(players seeing the consequences of decisions they make); risk taking (allowing a player to

experience a minimal of real world consequences or no consequences at all); customization

(players are allowed to customize their own desired attributes providing a sense of ownership

over what they are doing)

2.5 Conceptual Framework

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This comprehensive conceptual framework is adapted from the theories and works of researchers

in studies and cases of the use of games in vocabulary learning, Sustaining Vocabulary

Acquisition through Computer Game: A Case Study by (Nadzrah Abu Bakar, Elaheh Nosratirad,

2013). Each concept are co related to each other that justify the importance of computer game

based in vocabulary learning. Furthermore, as a fulltime

students they are abide by the fact that they have to give

commitment for assignments of every subject. Due to time constraints, it has impeded for them

to learn more frequently. The conceptual framework for this study shown in Figure 2.5.1, which

illustrate the variables in this study, using computer games in vocabulary learning.

Figure 2.5.1

Time constraints Assignments, club

Computer game based learning

Autonomous learning

Increase motivation

Pre-level Students

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CHAPTER 3

RESEARCH METHODOLOGY

3.0 Introduction

This chapter will explains the research design, the method of data collection, and the population

along with the sample and data analysis. Later on the next chapter, analyzed data will be

discussed.

3.1 Research Design

The objectives for designing a study as mentioned by (Burns, N. Grove, S.K., 2001) are to assist

researcher to strategize and to carry out the study in which will ease the researchers to get the

proposed results. Therefore, the chances of getting findings related to the current condition will

increase if the designed study is well- performed. This is study of quantitative approach using

survey research. Purposely, the design used is to measure the effectiveness of computer- game-

based in learning vocabulary among tertiary students in Malaysia, to identify the strategies

employed by students and to investigate student’s perception towards using computer games

based in vocabulary learning. Students of pre- level in University Mara Technology (Uitm) from

Shah Alam will be chosen for the sample.

3.2 Population and Sample

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The research population for this study consists of undergraduate students of pre- level from

University Mara Technology (UiTM). Probability sampling technique will be employed in this

study. This technique will serve equal chance for every individual to be selected as sample.

Meanwhile, the method used is simple random sampling. The respondents involve students from

various faculties since they were randomly selected. The sample sizes for this study are 90

respondents.

3.3 Instrumentation

A set of questionnaire will be the instrument for the data collection in this research study. The

questionnaire is adapted from, (Thomas M. Connolly, Mark Stansfield, Thomas Hainey, 2011)

An alternate reality game for language learning: ARGuing for multilingual motivation. The

questionnaire contains close-ended question and using Likert Scale of five- item scale from

strongly disagree to strongly agree. The researcher will distribute the questionnaire to each of the

respondents. The number of questions in this questionnaire was 32 items which have been

divided into three sections, A, B, and C. The purpose of categorizing into section is to improve

and ensure it smoothly done when it comes to organizing the data later on.

There will be pretest and post-test session of survey. The first session occur before the

respondents go through the computer lab. The time allocated for the first questionnaire is 10

minutes. The respondents will have to go the lists of games listed on the desktop. Later on, the

respondents choose any games available and start the session for 15 minutes. After the

respondent finish with the game session, another set of questionnaire will be distributed which

also require 10 minutes to complete the questionnaire.

3.4 Data Collection.

Students of Pre- Level from Universiti Teknologi MARA (Shah Alam) are the respondents of

this questionnaire. Briefly, they will be notified about the research objectives and the time

needed to complete the questionnaire is about 15 minutes. To reach the respondents, the

researcher will distribute questionnaire during office hours where they will be available at the

campus. The researcher will observe along the process to make sure that the data are valid and

any issues come up during the session could be attended.

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Descriptions of the Questionnaire

SECTIONS DESCRIPTIONS NUMBEROFITEMS

Section A:DemographicInformation

Constructed to answer the third research question,This section focused on the methods used by students to enrich their vocabulary. By finding the techniquesof improving vocabulary skills, it will highlightwhether computer games is one of the effective methods in language learning in a case of vocabulary enrichment. Item 31 is an open-ended question.

7 items

Section B:Perceptions of using

computer games for

vocabulary learning

This section consists of several questions areMeant to answer the second research questions.These questions will help to find what are their views and perceptions toward the use of computer game. This section consisted of a 6 point Likert scalemeasuring to what extend do the respondents agree or disagree of the given statements

12 items

Section C:The effects of using

computer games

This section trying to answer the first research question regarding the effectiveness of using computer games in vocabulary learning.This section consisted of a 6 point Likert scalemeasuring to what extend do the respondents agree or disagree of the given statements.

9items

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Appendix 1

1. What is your email address?______________________

2. Are you male or female:______________________

3. What foreign language are you learning?Please tick (∕)

Language

English

French

Arabic

German

Spanish

Other (Please specify)

4. What type of learning do you prefer?Please tick (∕)

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Competitive (compete with other students)

Cooperative (learning with other students)

Individual (learning on your own)

5. Do you think it is important to master vocabulary skills in order to become fluent in the target language? (English)

Yes

No

1. Do you allocate time to study vocabulary words?

Yes

No

If yes, state how frequent: daily, weekly, : _____________

2. How do you improve your vocabulary bank?

Watching English movies

Listening English songs

Playing vocabulary game

Subscribing word of the day

Reading magazines/ book

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Appendix 2

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