Developing OCEAN as a Game based on English Learning in teaching Vocabulary

Abstract This study applied Research and Development (R&D) study which developed game application based English learning. The purpose of this study is to improve the leaner’s vocabulary and reduce their anxiety in mastering English. Vocational maritime students had problem in memorizing vocabularies and based on the result of need analysis, they need a media that can ease them in learning English. This study followed some steps in developing the game application, those were; assessing need analysis, writing performance objective, instructional strategy’s development, instructional materials’ development and selection, implementation of formative and summative evaluation. The instrument of this study were questionnaire and interview to gain students response in need analysis process and in evaluation. OCEAN can catch the learner’s attention and decrease their anxiety in learning English. Most of students agree if the game improves their motivation and they can enjoy playing the game. The development of this game as an educational game has good impact and responses even though some improvements are needed

Investigating students preception of gamification on vocabulary learning using Marbel

It is critical to know and memorize the vocabulary of a foreign language if one wishes to learn it, and repetition is necessary to aid in the retention of new knowledge. This paper investigated primary school students’ perception of gamification on vocabulary learning with 32 participants divided into two groups: Primary 1 and Primary 2. The research purpose on perception using Marbel for primary students and conducted with quantitative method. The results of this research show that gamification can improve students’ vocabulary size with majority of students’ feedback saying that they preferred Marbel than worksheet to learn vocabulary. At the same time, students were learning through their failures throughout the gameplay, they were encouraged to memorize the words. This will help students grow into independent and competent learners

Vocabulary teaching through web 2.0 tools: A comparison of kahoot! and quizlet

Bu yarı-deneysel çalışma Web 2.0 araçlarının 7.sınıf öğrencilerinin kelime öğrenimlerinde önemli bir etkisinin olup olmadığını bulmayı amaçlamaktadır. Çalışma nitel ve nicel verilerin birlikte kullanıldığı karma yöntem araştırma desenine sahiptir. Nicel veri ön-test ve son-test yoluyla, nitel veri ise yarı-yapılandırılmış görüşme formları aracılığıyla toplanmıştır. Çalışmanın örneklemini Kırklareli’nin Özel Bahçeşehir Koleji Ortaokulları’nın birinde öğrenim gören 29 7.sınıf öğrencisi oluşturmaktadır. Öğrenciler sınıflara çalışma öncesinde okul yönetimi tarafından yerleştirildiklerinden araştırmacı çalışmayı 2 deneysel grup şeklinde bu sınıflarla sürdürmüştür. Çalışma 2020-2021 Eğitim-Öğretim Yılı’nın güz döneminde uygulanmış olup toplamda 5 hafta sürmüştür. Web 2.0 araçlarının kelime öğreniminde etkili olup olmadıklarını belirlemek amacıyla ön-test, son-test ve yarı-yapılandırılmış görüşme formlarının sonuçları analiz edilmiştir. Çalışmanın sonucunda her iki uygulamanın da (Kahoot! ve Quizlet) 7.sınıf öğrencilerinin kelime öğrenimlerinde etkili olduğu görülmüştür.This quasi-experimental study aims to find out whether Web 2.0 tools have a significant impact on vocabulary gains of 7th grade students. The study was conducted with a mixed methods research design combining both quantitative and qualitative data. Quantitative data were collected through pre and post-tests while qualitative data were collected through semi-structured interview forms. The participants of the study were 29 7th grade students studying at one of the Private Bahçeşehir Middle Schools in Kırklareli-TURKEY. The students were assigned to classes (groups in this study) by the school administration, so the researcher conducted the study with 2 pre-prepared classes and utilized them as 2 experimental groups. The study was conducted during the Fall Term of 2020-2021 Academic Year and it lasted for 5 weeks. The results of pre-test, post-test and semi-structured interview forms were analyzed to see whether Web 2.0 tools were effective in vocabulary learning or not. Consequently, results of the study showed that both Web 2.0 tools (Kahoot! and Quizlet) were found to be effective in vocabulary learning of 7th grade students

YOUNG LEARNERS’ ENGAGEMENT IN VOCABULARY LEARNING TAUGHT BY GAMES AND LEARNING APPLICATION: SYSTEMATIC REVIEW

Since the start of the twenty-first century, we have had access to a wide variety of new learning tools, including computers, mobile apps, and web-based resources that are used in English language classrooms. By that statement education need to adapt the technology by using it to make the student and teacher learning classes more effective. By that issue this research paper will be explaining what is the overall effect of the games and learning application across studies and what are the benefit from conducting their research. The findings from this research shown across different games and it can increase the student’s overall vocabulary score and activity in the classes in comparison when they are not using game to teach vocabulary. This article also provides information about the benefit of games to the student’s vocabulary skill. In conclusion from different cases of studies, all of the research proves that using games can increase vocabulary mastery

The Impact of Mobile-Assisted Language Learning on Developing EFL Learners’ Vocabulary Knowledge

Currently, a great variety of educational apps have been developed and extensively used by learners and instructors, making, as a result, mobile-assisted language learning one of the most prominent learning methods in enhancing the quality of language learning. However, despite the growing popularity of commonly used apps supporting second language acquisition, such as Kahoot and Quizlet, empirical research on the pedagogical role of other more recent applications in boosting L2 vocabulary is still scarce. Given this, this experimental study examines the effectiveness of a mobile application in enhancing Moroccan EFL secondary school students’ vocabulary knowledge. The study consisted of the control group (n = 30) and the experimental group (n = 30). While participants in the first group received traditional methods of teaching vocabulary, the experimental group integrated a mobile application (Flashcards World) during one semester. Data collection comprised vocabulary pre- and post-tests to compare the vocabulary learning of participants in both groups. To determine if there was a difference in the scores of the groups before and after the intervention, the findings were analysed using Independent-Samples T Tests (SPSS-26). The results revealed that the experimental group outscored the control group. Therefore, it was concluded that using Flashcard World application effectively improved vocabulary learning of secondary school students more than conventional teaching

ANDROID MOBILE-BASED ENGLISH LEARNING GAME EDUCATION FOR CHILDREN IN INDONESIA

The increasing use of english languange and its importance as a global languange make english languange become important to learn and understand by many people. However, there are some difficulties in learning English, especially for early childhood in Indonesia, due to various factors, including: lack of vocabulary, and teaching materials and books that are less innovative. Therefore, this study aims to build an edugame that contains animal and fruit vocabulary for early childhood in Indonesia based on the CCI guidelines to make applications that are quite innovative. The ADDIE method was chosen as the research method used which consists of: pre-production, production, and post-production. The edugame application in this reseacrh contains of two main menus, are: learning menu that contain fruits and animal vocabularies alongside with sound of their spelling, and play game menu, that challenge children to guess the correct answer of every vocabulary. According to the result of pretest and posttet test that conducted on 40 children with parental assistance showed the increasing of scores in answering list of questions. Besides that, the SUS testing carried out in this research got an average point about 84.81 which means that the applicatian has a good function and can be accepted by users

How Adult EFL Teachers Can Effectively Utilize Duolingo in Their Curriculum

The proliferation of cell phones and application technology has changed the way individuals access learning. It’s also opened up a space for profit-driven companies to be included in educational options. This project focuses on Mobile-Assisted Language Learning applications, in particular Duolingo, and how they can best be used by Language teachers, especially English teachers of adults in non-immersive environments, to use Duolingo as a supplement to their teaching. The literature shows that these applications can be helpful, but need traditional support to be most effective. The question the literature brings to mind is how teachers can best use these apps. This project consists of a website for adult EFL teachers to use as a reference, as well as a podcast which includes adult language learner and teacher input on using Duolingo in their learning and teaching

THE INTEGRATION OF DUOLINGO INTO EFL LEARNING

This study seeks to present an overview of the positive effects of incorporating Duolingo into English as a Foreign Language (EFL) learning. Through a review of fifteen journal articles sourced from reputable online databases, the researcher analyzed the effectiveness of using Duolingo in EFL learning. The findings indicated that integrating Duolingo into EFL learning had several benefits, including improved mastery of grammar and vocabulary, enhanced listening, reading, speaking, and writing skills, and increased student motivation to learn. The results of this study provide valuable and comprehensive information regarding the positive impacts of incorporating Duolingo into EFL learning. Such information is not commonly presented in similar research, which often focuses on investigating the use of Duolingo to improve specific English skills or components. This research aims to contribute to the development of EFL research by offering new insights into the integration of Duolingo into EFL learning

The Use of Mobile Applications in Digital Project-based Learning to Improve Students’ English Speaking Skill

Background: For Indonesian teachers and students alike, learning to speak English is still a significant difficulty. The use of media, especially mobile applications in English language learning can help draw in learners, boost motivation, and encourage creativity. Methodology: Convergent parallel mixed-methods was employed with 40 students as participants in this research. The data used was tests, documents, observation, and interview which analyzed quantitatively and qualitatively through statistical Wilcoxon signed ranks test, coding, and thematic analysis. Findings: Mobile applications used in this research were YouTube, Tiktok, Instagram, Duolingo, Talk, Elsa, Seesaw, Cake, Pixton, Speech to Text, and Capcut. The implementation process was divided into 5 stages; planning stage, implementation stage, evaluation stage, reflection stage, and follow-up stage. The pre-test and post-test results showed that the value of the asymptotic sign (2-tailed) 0.000 < 0.05 indicated that the use of mobile applications could greatly enhance students' speaking skill. The students’ perception showed that mobile applications in the classroom made learning more convenient, students could use them to practice English skills, complete assignments, find out information, or even receive the materials their lecturers offer them. Conclusion: The use of technology, such as mobile applications, can be a useful aid in the study of the English language, giving students more exposures, practices, and individualized instructions. Originality: This research reveals the implementation, effectiveness, and students' perceptions of mobile applications used in digital project-based learning. It is possible to maximize the benefits and minimize the drawbacks

Tools of Engagement for Language Acquisition

It has increasingly become a common phenomenon that a lot of focus is placed on listening skills and disregarding the significance of oral skills in English classes in China. This mode of teaching that allows students to practice only listening, but not practice speaking, has a lot of drawbacks. Classroom context where students are denied the opportunity to participate by speaking the language does not motivate them to develop pragmatic skills that are useful for learners. This project illustrates how classroom teacher-student interactions occur and how the use of appropriate social media technology could be useful to motivate learners. It is necessary for educators to reconsider the current learning model to enhance learners’ participation to improve the process of elementary school English teaching and promote the quality of English teaching. The significance of this project is that it is informative to increase teacher and student interaction, through various techniques with the aim of enhancing learners’ motivation and interest. The current project explores the current shortcomings of teaching a second language teaching in China, develops innovative and engaging lesson plans, and finally recommends practical strategies that can be used to manage these challenges