Research Article
Year 2018,
Volume: 19 Issue: 3, 53 - 70, 17.07.2018
Abstract
References
- Abidoye, J. A. (2015). The effect of blended learning instructional approach on secondary school students’ academic achievement in geography in Akure, Ondo State, Nigeria. Research Journal of Educational Studies and Review, 1(5), 106–110. Asgari, A., & Mustapha, G. B. (2011). The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia. English language teaching, 4(2), 84- 90. Asoodar, M., Vaezi, S., & Izanloo, B. (2016). Framework to improve e-learner satisfaction and further strengthen e-learning implementation. Computers in Human Behavior, 63, 704–716. https://doi.org/10.1016/j.chb.2016.05.060 Bayındır, H. (2003). An investigation of students’ attitudes towards brain based applications in English Composition Skills II course: A case study. (Unpublished Master’s Thesis). Middle East Technical University, Ankara, Turkey. Beyth-Marom, R., Saporta, K. & Caspi, A. (2005). Synchronous vs. Asynchronous Tutorials: Factors Affecting Students’ Preferences and Choices. Journal of Research on Technology in Education, 37(3), 245–262. https://doi.org/10.1080/15391523.2005.10782436 Boyle, E., Connolly, T. M., & Hainey, T. (2011). The role of psychology in understanding the impact of computer games. Entertainment Computing, 2(2), 69–74. https://doi.org/10.1016/j.entcom.2010.12.002 Brown, C., & Czerniewicz, L. (2010). Debunking the “digital native”: Beyond digital apartheid, t 69 Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers and Education, 67, 156–167. https://doi.org/10.1016/j.compedu.2013.02.019 Faiella, F., & Ricciardi, M. (2015). Gamification and learning: a review of issues and research. Journal of e-Learning and Knowledge Society, 11(3), 13-21. Flores Rojas, M. M. (2008) Exploring Vocabulary Acquisition Strategies For EFL Advanced Learners. MA TESOL Collection. Paper 192. http://digitalcollections.sit.edu/ipp_collection/192 Ghanbaran, S., & Ketabi, S. (2014). Multimedia Games and Vocabulary Learning. Theory and Practice in Language Studies, 4(3), 489–496. https://doi.org/10.4304/tpls.4.3.489-496 Gill, D. (2009). Effective Blended Learning Techniques. Journal of College Teaching & Learning, 6(2), 1–14. Gorjian, B., Moosavinia, S. R., Ebrahimi Kavari, K., Asgari, P., & Hydarei, A. (2011). The impact of asynchronous computer-assisted language learning approaches on English as a foreign language high and low achievers' vocabulary retention and recall. Computer Assisted Language Learning, 24(5), 383-391. https://doi.org/10.1080/09588221.2011.552186 Hartman, J., Dziuban, C., & Moskal, P. (2007). Strategic initiatives in the online environment: opportunities and challenges. On the Horizon, 15(3), 157–168. https://doi.org/10.1108/10748120710825040 Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36(3), 503–520. https://doi.org/10.1080/01411920902989227 Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. Educause Quarterly, 31(4), 51–55. https://doi.org/citeulike-article-id:8060645 Hunston, S. (2010) Corpora in Applied Linguistics. Cambridge: Cambridge University Press. Hwang, G., Shi, Y., & Chu, H. (2011). A concept map approach to developing collaborative Mindtools for context-aware ubiquitous learning. British Journal of Educational Technology, 42(5), 778–789. https://doi.org/10.1111/j.1467- 8535.2010.01102.x Ja’ashan, M. M. N. H. (2015). Perceptions and Attitudes towards Blended Learning for English Courses: A Case Study of Students at University of Bisha. English Language Teaching, 8(9), 40–50. https://doi.org/10.5539/elt.v8n9p40 Jung, J., & Graf, S. (2008, July). An approach for personalized web-based vocabulary learning through word association games. In Applications and the Internet, 2008. SAINT 2008. International Symposium on (pp. 325-328). IEEE. https://doi.org/10.1109/SAINT.2008.63 Koivisto J. & Hamari J. (2014), Demographic differences in perceived benefit from gamification. Computers in Human Behavior, 35, 179-188. Lane-Kelso, M. (2015) The Pedagogy of Flipped Instruction in Oman. The Turkish Online Journal of Educational Technology-TOJET, 14(1), 143 – 150. Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W., & Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: A research agenda. British Journal of Educational Technology, 41(2), 154–169. https://doi.org/10.1111/j.1467-8535.2008.00912.x 70 Lukassen, N. B., Pedersen, A., Nielsen, A., Wahl, C., & Sorensen, E. K. (2014, October). Digital Education With IT: How to Create Motivational and Inclusive Education in Blended Learning Environments Using Flipped Learning-A Study in Nurse Education. In European Conference on e-Learning (p. 305). Academic Conferences International Limited. Malone, T. W., & Lepper, M. R. (1987). Making learning fun: a taxonomy of intrinsic motivations for learning. In Aptitude, learning and instruction: Vol. 3. Conative and affective process analysis (pp. 223–253). Hillsdale, NJ: Lawrence Erlbaum. Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers and Education, 68, 76–85. https://doi.org/10.1016/j.compedu.2013.04.021 Ng, W. (2012). Can we teach digital natives digital literacy? Computers and Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016 O’Keeffe, A., McCarthy, M. and Carter, R. (2007) From Corpus to Classroom: Language use and language teaching. Cambridge: Cambridge University Press. Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada Journal, 7(2), 09-30. Park, Y., Yu, J. H., & Jo, I. H. (2016). Clustering blended learning courses by online behavior data case study in a Korean higher education institute. Internet and Higher Education, 29, 1–11. https://doi.org/10.1016/j.iheduc.2015.11.001 Pivec, M. (2007). Editorial: Play and learn: potentials of game-based learning. British Journal of Educational Technology, 38(3), 387–393. Pivec, M., Dziabenko, O., & Schinnerl, I. (2004). Game-based learning in universities and lifelong learning: “UniGame: Social Skills and Knowledge Training” game concept. Journal of Universal Computer Science, 10(1), 14–26. Prensky, M. (2001). On the Horizon. “Digital Natives, Digital Immigrants Part 1,”9(5), 1– 6. https://doi.org/10.1108/10748120110424816 Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 43(6), 51–54. https://doi.org/10.1021/es2033229 Strayer, J. F., (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environment Research 15(2), 171 – 193. Zimmerman, C. B., (2009). Word Knowledge: A vocabulary teacher’s handbook. Oxford: Oxford University Press.
Students’ Reflections on Vocabulary Learning through Synchronous and Asynchronous Games and Activities
Abstract
Many learners are now quite digitally skilled. However, this does not entail that they know how to learn through digital technologies. Therefore, establishing an interactive virtual learning platform that connects everyone together in a classroom environment and helping learners become familiar with such media might serve a set of purposes in any educational setting. Today, with the advances in web-based learning technologies, a hybrid teaching methodology has become widespread: blended learning. It is a term used to describe the way e-learning is being combined with traditional classroom methods and independent study. Educators design online materials and utilize them in synchronous or asynchronous ways to suit the convenience of learners and instructors and program demands. In this study with a group of intermediate-level English language learners at the School of Foreign Languages of an English-medium state university, the goal was to enhance students’ vocabulary learning performance by using synchronous and asynchronous games and activities that will activate and maintain intrinsic motivation in an effort to teach parts of speech and collocations over a period of eight weeks. The data consisted of a survey of students’ reflections on their vocabulary learning experiences through digital games and activities. The findings were discussed with respect to the efficiency of incorporating synchronous and asynchronous learning materials.
Keywords
Synchronous and asynchronous games intrinsic motivation vocabulary development collocations parts of speech
References
- Abidoye, J. A. (2015). The effect of blended learning instructional approach on secondary school students’ academic achievement in geography in Akure, Ondo State, Nigeria. Research Journal of Educational Studies and Review, 1(5), 106–110. Asgari, A., & Mustapha, G. B. (2011). The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia. English language teaching, 4(2), 84- 90. Asoodar, M., Vaezi, S., & Izanloo, B. (2016). Framework to improve e-learner satisfaction and further strengthen e-learning implementation. Computers in Human Behavior, 63, 704–716. https://doi.org/10.1016/j.chb.2016.05.060 Bayındır, H. (2003). An investigation of students’ attitudes towards brain based applications in English Composition Skills II course: A case study. (Unpublished Master’s Thesis). Middle East Technical University, Ankara, Turkey. Beyth-Marom, R., Saporta, K. & Caspi, A. (2005). Synchronous vs. Asynchronous Tutorials: Factors Affecting Students’ Preferences and Choices. Journal of Research on Technology in Education, 37(3), 245–262. https://doi.org/10.1080/15391523.2005.10782436 Boyle, E., Connolly, T. M., & Hainey, T. (2011). The role of psychology in understanding the impact of computer games. Entertainment Computing, 2(2), 69–74. https://doi.org/10.1016/j.entcom.2010.12.002 Brown, C., & Czerniewicz, L. (2010). Debunking the “digital native”: Beyond digital apartheid, t 69 Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers and Education, 67, 156–167. https://doi.org/10.1016/j.compedu.2013.02.019 Faiella, F., & Ricciardi, M. (2015). Gamification and learning: a review of issues and research. Journal of e-Learning and Knowledge Society, 11(3), 13-21. Flores Rojas, M. M. (2008) Exploring Vocabulary Acquisition Strategies For EFL Advanced Learners. MA TESOL Collection. Paper 192. http://digitalcollections.sit.edu/ipp_collection/192 Ghanbaran, S., & Ketabi, S. (2014). Multimedia Games and Vocabulary Learning. Theory and Practice in Language Studies, 4(3), 489–496. https://doi.org/10.4304/tpls.4.3.489-496 Gill, D. (2009). Effective Blended Learning Techniques. Journal of College Teaching & Learning, 6(2), 1–14. Gorjian, B., Moosavinia, S. R., Ebrahimi Kavari, K., Asgari, P., & Hydarei, A. (2011). The impact of asynchronous computer-assisted language learning approaches on English as a foreign language high and low achievers' vocabulary retention and recall. Computer Assisted Language Learning, 24(5), 383-391. https://doi.org/10.1080/09588221.2011.552186 Hartman, J., Dziuban, C., & Moskal, P. (2007). Strategic initiatives in the online environment: opportunities and challenges. On the Horizon, 15(3), 157–168. https://doi.org/10.1108/10748120710825040 Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36(3), 503–520. https://doi.org/10.1080/01411920902989227 Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. Educause Quarterly, 31(4), 51–55. https://doi.org/citeulike-article-id:8060645 Hunston, S. (2010) Corpora in Applied Linguistics. Cambridge: Cambridge University Press. Hwang, G., Shi, Y., & Chu, H. (2011). A concept map approach to developing collaborative Mindtools for context-aware ubiquitous learning. British Journal of Educational Technology, 42(5), 778–789. https://doi.org/10.1111/j.1467- 8535.2010.01102.x Ja’ashan, M. M. N. H. (2015). Perceptions and Attitudes towards Blended Learning for English Courses: A Case Study of Students at University of Bisha. English Language Teaching, 8(9), 40–50. https://doi.org/10.5539/elt.v8n9p40 Jung, J., & Graf, S. (2008, July). An approach for personalized web-based vocabulary learning through word association games. In Applications and the Internet, 2008. SAINT 2008. International Symposium on (pp. 325-328). IEEE. https://doi.org/10.1109/SAINT.2008.63 Koivisto J. & Hamari J. (2014), Demographic differences in perceived benefit from gamification. Computers in Human Behavior, 35, 179-188. Lane-Kelso, M. (2015) The Pedagogy of Flipped Instruction in Oman. The Turkish Online Journal of Educational Technology-TOJET, 14(1), 143 – 150. Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W., & Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning: A research agenda. British Journal of Educational Technology, 41(2), 154–169. https://doi.org/10.1111/j.1467-8535.2008.00912.x 70 Lukassen, N. B., Pedersen, A., Nielsen, A., Wahl, C., & Sorensen, E. K. (2014, October). Digital Education With IT: How to Create Motivational and Inclusive Education in Blended Learning Environments Using Flipped Learning-A Study in Nurse Education. In European Conference on e-Learning (p. 305). Academic Conferences International Limited. Malone, T. W., & Lepper, M. R. (1987). Making learning fun: a taxonomy of intrinsic motivations for learning. In Aptitude, learning and instruction: Vol. 3. Conative and affective process analysis (pp. 223–253). Hillsdale, NJ: Lawrence Erlbaum. Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers and Education, 68, 76–85. https://doi.org/10.1016/j.compedu.2013.04.021 Ng, W. (2012). Can we teach digital natives digital literacy? Computers and Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016 O’Keeffe, A., McCarthy, M. and Carter, R. (2007) From Corpus to Classroom: Language use and language teaching. Cambridge: Cambridge University Press. Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada Journal, 7(2), 09-30. Park, Y., Yu, J. H., & Jo, I. H. (2016). Clustering blended learning courses by online behavior data case study in a Korean higher education institute. Internet and Higher Education, 29, 1–11. https://doi.org/10.1016/j.iheduc.2015.11.001 Pivec, M. (2007). Editorial: Play and learn: potentials of game-based learning. British Journal of Educational Technology, 38(3), 387–393. Pivec, M., Dziabenko, O., & Schinnerl, I. (2004). Game-based learning in universities and lifelong learning: “UniGame: Social Skills and Knowledge Training” game concept. Journal of Universal Computer Science, 10(1), 14–26. Prensky, M. (2001). On the Horizon. “Digital Natives, Digital Immigrants Part 1,”9(5), 1– 6. https://doi.org/10.1108/10748120110424816 Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 43(6), 51–54. https://doi.org/10.1021/es2033229 Strayer, J. F., (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environment Research 15(2), 171 – 193. Zimmerman, C. B., (2009). Word Knowledge: A vocabulary teacher’s handbook. Oxford: Oxford University Press.
There are 1 citations in total.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | July 17, 2018 |
| Submission Date | November 7, 2017 |
| Published in Issue | Year 2018 Volume: 19 Issue: 3 |