Assessing the Effects of Gamification on Developing EFL Learners' Idiomatic Knowledge
Do Attitudinal Factors Contribute to the Learning of the Idioms with the Game
Bibliographic Data
| ID | 5686573 |
|---|---|
| Authors | Alim Al Ayub Ahmed (0000-0003-4836-5423), Mulyanto Widodo (0000-0002-4975-2663), Aan Komariah (0000-0003-2269-3592), Isyaku Hassan (0000-0002-8260-2894), Nano Sukmana (0000-0003-3734-3528), Mohammed Hassen Ali (0000-0003-3456-7139), Ahmed Kamill Abbas (0000-0003-3305-1800), Ali Rohi (0000-0003-0494-9005) |
| Editors | Ehsan Namaziandost (0000-0002-8393-2537) |
| Year | 2022 |
| Volume | 2022 |
| Pages | 1-10 |
| Publication date | 2022-03-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Research International (JOURNAL) |
| Journal identifiers | ISSN: 2090-4010 • E-ISSN: 2090-4002 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1155/2022/2482570 |
| OpenAlex | W4221051444 |
| Language | EN |
| Citations received | 2 |
| References cited | 29 |
Regarding the attractiveness of educational games for EFL learners, the present research intended to investigate the effects of gamification on improving Iranian EFL learners' idiomatic knowledge. In addition, the current research examined the attitudes of Iranian EFL learners towards using gamification in English learning in the Iranian EFL context. Firstly, to carry out this research, the researchers administered the Oxford Quick Placement Test (OQPT) to 84 Iranian EFL learners and selected 50 upper-intermediate participants. Secondly, they divided the selected participants into an experimental group (EG) and a control group (CG). Thirdly, the researchers gave an idiom pretest to the participants of both groups to assess their idiomatic knowledge before starting the treatment. Fourthly, the EG was taught the new idioms using game-based instruction, while the CG received traditional idiom instruction. Following the instruction of 70 idioms to both groups, the participants received an idiom posttest to determine the influence of the treatment on their idiomatic knowledge. The EG was then provided an attitude questionnaire, and 15 members of the EG were interviewed as a result of the questionnaire. In the idiom posttest, the data were evaluated using paired samples and independent samples t -tests, and the findings revealed that the EG performed significantly better than the CG on the posttest of idioms. In fact, gamification helped EFL learners develop their idiomatic knowledge. The results indicated that Iranian EFL learners presented positive attitudes toward gamification in learning English idioms. In addition, the results revealed that enjoyment, fun, reducing anxiety, involvement, and immediate feedback were the factors that the students mentioned for the instructional games. The implications of this research can encourage English teachers to implement different educational games in their teaching
Attractiveness · Context (archaeology · Mathematics education · Pedagogy · Test (biology · Educational Games and Gamification · Psychology · Technology-Enhanced Education Studies · Virtual Reality Applications and Impacts
What is user engagement? A conceptual framework for defining user engagement with technology
Foundations of Game-Based Learning
What video games have to teach us about learning and literacy
GameFlow
The effect of gamification on motivation and engagement
From game design elements to gamefulness
Gamification
How National Education Policy 2020 can be a lodestar to transform future generation in India
A Corpus-Based Study of Idioms in Academic Speech
Don't Put Your Leg in Your Mouth
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2024 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |