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Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners

Published online by Cambridge University Press:  04 April 2019

Chih-Ming Chen Open the ORCID record for Chih-Ming Chen [Opens in a new window] ,
Huimei Liu Open the ORCID record for Huimei Liu [Opens in a new window]  and
Hong-Bin Huang Open the ORCID record for Hong-Bin Huang [Opens in a new window]
Chih-Ming Chen
Affiliation:
Graduate Institute of Library, Information and Archival Studies, National Chengchi University, Taipei City, Taiwan, ROC ([email protected])
Huimei Liu
Affiliation:
Department of Statistics, National Chengchi University, Taipei City, Taiwan, ROC ([email protected])
Hong-Bin Huang
Affiliation:
Graduate Institute of Library, Information and Archival Studies, National Chengchi University, Taipei City, Taiwan, ROC ([email protected])
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Abstract

Many studies have demonstrated that vocabulary size plays a key role in learning English as a foreign language (EFL). In recent years, mobile game-based learning (MGBL) has been considered a promising scheme for successful acquisition and retention of knowledge. Thus, this study applies a mixed methodology that combines quantitative and qualitative approaches to assess the effects of PHONE Words, a novel mobile English vocabulary learning app (application) designed with game-related functions (MEVLA-GF) and without game-related functions (MEVLA-NGF), on learners’ perceptions and learning performance. During a four-week experiment, 20 sophomore students were randomly assigned to the experimental group with MEVLA-GF support or the control group with MEVLA-NGF support for English vocabulary learning. Analytical results show that performance in vocabulary acquisition and retention by the experimental group was significantly higher than that of the control group. Moreover, questionnaire results confirm that MEVLA-GF is more effective and satisfying for English vocabulary learning than MEVLA-NGF. Spearman rank correlation results show that involvement and dependence on gamified functions were positively correlated with vocabulary learning performance.

Keywords

game-based learningmobile learningEnglish vocabulary learningsecond language learningapp
Type
Regular papers
Information
ReCALL , Volume 31 , Issue 2 , May 2019 , pp. 170 - 188
Copyright
© European Association for Computer Assisted Language Learning 2019 

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