Using a Memory-Based Strategy for Vocabulary Instruction via Online Games to Enhance the Vocabulary Size of Secondary School Students
Keywords:
Vocabulary, Vocabulary size, Vocabulary instruction, Online games, Memory-based strategyAbstract
The objectives of this research were: 1) to explore the effect of a memory-based strategy for vocabulary instruction via online games on enhancing vocabulary size, and 2) to investigate students’ opinions on this memory-based strategy for vocabulary instruction via online games. The participants of this study were 37 tenth-grade students from a public school in Chiang Rai province, selected through purposive sampling. The research instruments included lesson plans with vocabulary online games corresponding to each step of the memory-based framework. Online audio flashcards were used in the first step to introduce new words. Matching pairs and finding a match were employed in the second step to understand the meanings of the words. In the third step, anagrams and crosswords were used to link the meanings of the words with their forms. In the final step of consolidating the words, quiz games were implemented. Vocabulary size was assessed through pre and post-tests, student reflections, and semi-structured interviews. Analysis using paired sample t-tests, mean, standard deviation and content analysis revealed that students' scores after using the memory-based strategy (M = 14.76, SD = 4.28) significantly increased from their pre-test scores (M = 9.22, SD = 3.07), with statistical significance at the .05 level. Additionally, students expressed positive opinions about the memory-based strategy for vocabulary instruction via online games. This research found that the strategy can be effectively used to increase vocabulary and can be adapted for other learning topics. The study also highlights that learning English vocabulary becomes more enjoyable and memorable, particularly through matching games that pair words with images, aiding in acquiring new vocabulary more effectively.
References
References
Ashraf, H., Motlagh, F. G., & Salami, M. (2014). The Impact of Online Games on Learning English Vocabulary by Iranian (Low-intermediate) EFL learners. Procedia: Social & Behavioral Sciences, 98, 286–291. https://doi.org/10.1016/j.sbspro.2014.03.418
Al-Shaw, M. A. (2014). Using Game Strategy for Motivating Students to Learn New English Vocabulary. AMARABAC, Journal of American Arabic Academy for Sciences and Technology, 5, 137-146.
Chawwang, N. (2008). An investigation of English reading problems of Thai 12th-grade students in Nakhonratchasima educational Regions 1, 2, 3, AND 7 [Unpublished mater’s thesis]. Srinakharinwirot University.
Clark, J. M., & Paivio, A. (1991). Dual Coding Theory and Education. Educational Psychology Review, 3(3), 149–210. https://doi.org/10.1007/bf01320076
Damayanti, R. H. (2014). Teaching Vocabulary through Word Search Puzzle to the Fifth Grade Students of SDN 01 NgaglikBlitar in Academic Year 2013/2014 [Master’s thesis, State Islamic Institute of Tulungagung]. Repository of UIN SATU Tulungagung.
Derakhshan, A., & Khatir, E. D. (2015). The Effects of Using Games on English Vocabulary Learning. Journal of Applied Linguistics and Language Research, 2(3), 39–47.
Hiebert, E. H., & Kamil, M. L. (2005). Teaching and Learning Vocabulary: Bringing Research to Practice (1st ed.). Routledge.
Horst, M. (2005). Learning L2 Vocabulary Through Extensive Reading: A Measurement Study. The Canadian Modern Language Review, 61(3), 355–382. https://doi.org/10.3138/cmlr.61.3.355
Kotchana, S., & Tongpoon-Patanasorn, A. (2015). EFL Learners’ Vocabulary Size: A Case in the Northeastern Region of Thailand. ASEAN Journal of Education, 1(1), 9–26.
Kunnu, W., Uiphanit, T., & Sukwises, A. (2016). The Development of Vocabulary Memorization by Using Games. International Journal of Social Science and Humanity, 6(6), 419-422. https://doi.org/10.7763/ijssh.2016.v6.683
Laufer, B. (1998). The Development of Passive and Active Vocabulary in a Second Language: Same or Different? Applied Linguistics, 19(2), 255–271. https://doi.org/10.1093/applin/19.2.255
Laufer, B., Elder, C., Hill, K., & Congdon, P. (2004). Size and Strength: Do We Need Both to Measure Vocabulary Knowledge? Language Testing, 21(2), 202–226. https://doi.org/10.1191/0265532204lt277oa
Lumen Learning. (n.d.). How memory functions | Introduction to psychology.
https://courses.lumenlearning.com/suny-intropsychmaster/chapter/how-memory-functions
Ma (2014). A Contextualised Study of EFL Learners’ Vocabulary Learning Approaches: Framework, Learner Approach and Degree of Success. The Journal of Asia TEFL, 11(3), 33-71.
Mungkonwong, P., & Wudthayagorn, J. (2017). An Investigation of Vocabulary Size of Thai Freshmen and Its Relationship to Years of English Study. Language Education and Acquisition Research Network Journal, 10(2), 1-9. https://files.eric.ed.gov/fulltext/EJ1229629.pdf
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524759
Nirattisai, S., & Chiramanee, T. (2014). Vocabulary Learning Strategies of Thai University Students and Its Relationship to Vocabulary Size. International Journal of English Language Education, 2(1), 273-287.
Office of the Basic Education Commission. (2018). The Basic Education Core Curriculum. (No. OBEC 001/2018). Ministry of Education, Thailand. http://academic.obec.go.th/images/document/1525235513_d_1.pdf
Ormrod, J. E. (2014). How Motivation Affects Learning and Behavior. Retrieved March 13, 2018, from https://www.education.com/download-pdf/reference/23128/
Paksasuk, V. (2012). Students’ perceptions on the use of reading strategies, reading difficulties, and factors affecting their reading performance: a case study of a technical English class. Journal of Studies in the Field of Humanities, 20(2), 203-222.
Qian, D. D. (2002). Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective. Language Learning, 52(3), 513–536. https://doi.org/10.1111/1467-9922.00193.
Rasti-Behbahani, A. (2021). Why Digital Games Can be Advantageous in Vocabulary Learning. Theory and Practice in Language Studies, 11(2), 111. https://doi.org/10.17507/tpls.1102.01
Rattanamung, T. (2015). Grade 9 students’ use of reading strategies in an English Standard test [Master’s
thesis, Thammasat University]. TU Digital Collections. https://digital.library.tu.ac.th/tu_dc/frontend/Info/item/dc:94284
Read, J. (2000). Assessing Vocabulary. Cambridge University Press. https://doi.org/10.1017/CBO9780511732942
Schmitt, N., Jiang, X., & Grabe, W. (2011). The Percentage of Words Known in a Text and Reading Comprehension. The Modern Language Journal, 95(1), 26–43. https://doi.org/10.1111/j.1540-4781.2011.01146.x
Srimongkontip, S., & Wiriyakarun, P. (2014). Measuring Vocabulary Size and Vocabulary Depth of Secondary Education Students in a Thai-English Bilingual School. Journal of Liberal Arts, Ubon Ratchathani University, 10(2), 181–210.
Suebpeng, K. (2017). Students’ Use of Reading Strategies: A survey study of Grade 9 EFL students at Nonkhor School [Master’s thesis, Ubon Ratchathani University]. E-SAN PEDIA Repository
Sulistyoratri, D. D. (2013). The Effect of Using Bingo Game on the Eight Grade Students’ Vocabulary Acheivement at SMP Negeri Gelbuk Jember [Undergraduate’s Thesis, Jember University]. Repository Universitas Jember.
Sukkrong, J., & Teo, A. (2010). Learning Achievement, Retention, and Attitude towards English Vocabulary Learning of Students Taught Through Games and Conventional Method [Master’s thesis, Prince of Songkla University]. PSU Knowledge Bank. https://kb.psu.ac.th/psukb/handle/2010/7157
Tanago, N. (2018). The Effectiveness of Using Game-Based Learning in Teaching English Vocabulary [Master’s thesis, Thammasat University]. Digital Library of Thammasat University. https://digital.library.tu.ac.th/tu_dc/frontend/Info/item/dc:141646
Thangaroonsin, S. (2016). Investigation of Receptive Vocabulary Size of Thai EFL Graduate Students [Master’s thesis,Thammasat University]. Digital Library of Thammasat University. https://digital.library.tu.ac.th/tu_dc/frontend/Info/item/dc:89886
Thawarom, T., & Chaimongkol, S. (2013). 347 Problems of Thai Students in Comprehending English Mathematics. Journal of Liberal Arts, Ubon Ratchathani University, 9(2), 347–365. https://so03.tci-thaijo.org/index.php/jla_ubu/article/view/94498/73886
Tuan, L. T. (2012). Vocabulary Recollection through Games. Theory and Practice in Language Studies, 2(2), 257-264. https://doi.org/10.4304/tpls.2.2.257-264
Vermeer, A. (2001). Breadth and Depth of Vocabulary in Relation to L1/L2 Acquisition and Frequency of Input. Applied Psycholinguistics, 22(2), 217–234. https://doi.org/10.1017/S0142716401002041
Wang, Y., Shang, H., & Briody, P. (2011). Investigating the Impact of Using Games in Teaching Children English. International Journal of Learning and Development, 1(1). https://doi.org/10.5296/ijld.v1i1.1118
Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader?, Reading in a Foreign Language, 15(2), 130-163.
Webb, S. (2007). The Effects of Repetition on Vocabulary Knowledge. Applied Linguistics, 28(1), 46–65. https://doi.org/10.1093/applin/aml048
Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second Language Acquisition, 30(01), 79–95. https://doi.org/10.1017/s0272263108080042
Yahoui, N. (2012). The Effectiveness of Language Games in Improving Learners’ Vocabulary: The case study of first-year middle school pupils at ‘Khaoula Bent El Azouar’ in Biskra [Master’s thesis, University of Mohamed Khider Biskra]. University Archives of Biskra.
http://archives.univ-biskra.dz/bitstream/123456789/4585/1/se88.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 An Online Journal of Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
