Vocabulary development of EFL young learner after long peer interaction with video games
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Published:
Apr 6, 2023
Keywords:
Vocabulary development, Peer Interaction, Video Game, EFL Learner
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(1) * Slamet Asari
Universitas Muhammadiyah Gresik
Indonesia
(*) Corresponding Author
Abstract
The development of online games nowadays is not only for the purpose of entertaining but it can also be for English learning purpose since English language is commonly used as a language of instruction there in the games. Many researchers have developed online games on language use, one of which is English that focuses on vocabulary development and communicative language functions. This present study aims to find out or investigate the interactions and vocabularies learned by EFL learner while playing video games. The design of this research was a case study with a high school student. The data was taken from observation, videotaping peer interactions and depth interviews. The result indicated that he interacted not only with games but also with friends or teachers in English classrooms in gaining vocabulary (incidental vocabulary learning). The interaction occurred incidentally where they learned new vocabulary from interaction with video games and expressively used them in realistic situations. The data analysis relieved different words EFL Students learned from video games interaction as good as vocabulary gains. It included vocabulary support and learning patterns, spontaneous vocabulary interaction, and vocabulary improvement in video games interaction skill. As a result, this research found a potential theory that was implemented unconsciously in the observation of activities. This research can be used as a way for both teacher and student to optimize vocabulary development.
HIGHLIGHTS:
- EFL students interacted in an incidental manner in which they learned new vocabulary through interaction with video games and expressively used it in realistic situations.
- The supports from peer did not appear in every interaction episode because they occurred incidentally within the real flow of the engagement and because the goal of such spontaneous talks was not to teach him the language meanings.
- Subject was more likely to pick up and use specific word in future scenarios with other peers. He engaged in self-regulated learning unconsciously.
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How to Cite
Asari, S. (2023). Vocabulary development of EFL young learner after long peer interaction with video games. JEES (Journal of English Educators Society), 8(1). https://doi.org/10.21070/jees.v8i1.1708
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Copyright (c) 2023 Slamet Asari
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Meyer, C. A., Klein, E. L., & Cenishi, C. (1994). Peer relationships among 4 preschool second language learners in “Small-group time.” Early Childhood Research Quarterly, 9(1), 61–85. https://doi.org/10.1016/0885-2006(94)90029-9
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Neumann, M. M. (2020). Teacher Scaffolding of Preschoolers’ Shared Reading With a Storybook App and a Printed Book. Journal of Research in Childhood Education, 34(3), 367–384. https://doi.org/10.1080/02568543.2019.1705447
Newman, F., & Holzman, L. (2013). Lev Vygotsky (Classic Edition). New York. https://doi.org/https://doi.org/10.4324/9780203758076
O’Toole, K. J., & Kannass, K. N. (2018). Emergent literacy in print and electronic contexts: The influence of book type, narration source, and attention. Journal of Experimental Child Psychology, 173, 100–115. https://doi.org/10.1016/j.jecp.2018.03.013
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Rababah, L. M., Alshehab, M. H., & Melhem, N. Z. B. (2018). Exploring the factors that hinder Jordanian students in developing creativity in EFL writing. International Journal of English and Education (IJEE), 7(3), 161-170. https://doi.org/10.17758/eirai.f0117427
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595. https://doi.org/10.1037/a0032690
Salomon, G., Globerson, T., & Guterman, E. (1989). The Computer as a Zone of Proximal Development: Internalizing Reading-Related Metacognitions from a Reading Partner. Journal of Educational Psychology, 81(4), 620–627. https://doi.org/10.1037/0022-0663.81.4.620
Sippel, L. (2019). The impact of peer corrective feedback on vocabulary development. Foreign Language Annals, 52(3), 595-611. https://doi.org/10.1111/flan.12416
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22(3), 271–296. https://doi.org/10.1007/s10648-010-9127-6
Angelova, M., Gunawardena, D., & Volk, D. (2006). Peer teaching and learning: Co-constructing language in a dual language first grade. Language and education, 20(3), 173-190. https://doi.org/10.1080/09500780608668722
Aram, D., & Aviram, S. (2009). Mothers’ storybook reading and kindergartners’ socioemotional and literacy development. Reading Psychology, 30(2), 175–194. https://doi.org/10.1080/02702710802275348
Aram, D., & Shapira, R. (2012). Parent-Child Shared Book Reading and Children’s Language, Literacy, and Empathy Development. Rivista Italiana Di Educazione Familiare, 2(2), 55–65. https://doi.org/10.1400/227336
August, D., Shanahan, T., & Escamilla, K. (2009). English language learners: Developing literacy in second-language learners—Report of the National Literacy Panel on Language-Minority Children and Youth. Journal of literacy research, 41(4), 432-452. https://doi.org/doi:10.1080/10862960903340165
Blum-Kulka, S., & Snow, C. E. (2004). Introduction: The potential of peer talk. Discourse Studies, 6(3), 291–306. https://doi.org/10.1177/1461445604044290
Brockett, R. G., & Hiemstra, R. (2018). Self-Direction in Adult Learning. In Self-Direction in Adult Learning. https://doi.org/10.4324/9780429457319
Calvo-Ferrer, J. R. (2017). Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains. British Journal of Educational Technology, 48(2), 264–278. https://doi.org/10.1111/bjet.12387
Calvo-Ferrer, J. R., & Belda-Medina, J. (2021). The effect of multiplayer video games on incidental and intentional l2 vocabulary learning: The case of among us. Multimodal Technologies and Interaction, 5(12). https://doi.org/10.3390/mti5120080
Chen, H. J. H., & Yang, T. Y. C. (2013). The impact of adventure video games on foreign language learning and the perceptions of learners. Interactive Learning Environments, 21(2), 129–141. https://doi.org/10.1080/10494820.2012.705851
Cole, H., & Griffiths, M. D. (2007). Social interactions in massively multiplayer online role-playing gamers. Cyberpsychology and Behavior, 10(4), 575–583. https://doi.org/10.1089/cpb.2007.9988
Creswell, J. W. (2014). Research design qualitative, quantitative, and mixed methods approach. Sage publications. https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf
Daniels, H. (2016). Vygotsky and Pedagogy. Routledge.
Erdemir, E., & Brutt-Griffler, J. (2022). Vocabulary development through peer interactions in early childhood: A case study of an emergent bilingual child in preschool. International journal of bilingual education and bilingualism, 25(3), 834-865. https://doi.org/10.1080/13670050.2020.1722058
García-Carbonell, A., Rising, B., & Watts, F. (2015). Simulation / gaming and the acquisition of communicative. Simulation & Gaming, 32(4), 481–491. https://doi.org/10.1177/104687810103200405
Grøver, V., Lawrence, J., & Rydland, V. (2018). Bilingual preschool children’s second-language vocabulary development: The role of first-language vocabulary skills and second-language talk input. International Journal of Bilingualism, 22(2), 234–250. https://doi.org/10.1177/1367006916666389
Helman, L. A., & Burns, M. K. (2008). What Does Oral Language Have to Do With It? Helping Young English-Language Learners Acquire a Sight Word Vocabulary. The Reading Teacher, 62(1), 14–19. https://doi.org/10.1598/rt.62.1.2
Hung, H. C., Young, S. S. C., & Lin, C. P. (2015). No student left behind: a collaborative and competitive game-based learning environment to reduce the achievement gap of EFL students in Taiwan. Technology, Pedagogy and Education, 24(1), 35–49. https://doi.org/10.1080/1475939X.2013.822412
Kucirkova, N., Messer, D., Sheehy, K., & Flewitt, R. (2013). Sharing personalised stories on iPads: A close look at one parent-child interaction. Literacy, 47(3), 115–122. https://doi.org/10.1111/lit.12003
Kyratzis, A. (2004). Talk and interaction among children and the co-construction of peer groups and peer culture. Annual Review of Anthropology, 33(1977), 625–649. https://doi.org/10.1146/annurev.anthro.33.070203.144008
Mashburn, A. J., Justice, L. M., Downer, J. T., & Pianta, R. C. (2009). Peer effects on children’s language achievement during pre-kindergarten. Child Development, 80(3), 686–702. https://doi.org/10.1111/j.1467-8624.2009.01291.x
Merriam, & Sharan B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from “Case Study Research in Education.” Jossey-Bass Publishers. https://eric.ed.gov/?id=ED415771
Meyer, C. A., Klein, E. L., & Cenishi, C. (1994). Peer relationships among 4 preschool second language learners in “Small-group time.” Early Childhood Research Quarterly, 9(1), 61–85. https://doi.org/10.1016/0885-2006(94)90029-9
Miles, M. B., Humberman, A. M., & Saldana, J. (2014). Qulaitative Data Analysis : A method of Sourcesbook (4th ed.). Sage publications. https://us.sagepub.com/en-us/nam/qualitative-data-analysis/book246128#preview
Neuman, S. B., Samudra, P., Wong, K. M., & Kaefer, T. (2020). Scaffolding attention and partial word learning through interactive coviewing of educational media: An eye-tracking study with low-income preschoolers. Journal of Educational Psychology, 112(6), 1100–1110. https://doi.org/10.1037/edu0000428
Neumann, M. M. (2020). Teacher Scaffolding of Preschoolers’ Shared Reading With a Storybook App and a Printed Book. Journal of Research in Childhood Education, 34(3), 367–384. https://doi.org/10.1080/02568543.2019.1705447
Newman, F., & Holzman, L. (2013). Lev Vygotsky (Classic Edition). New York. https://doi.org/https://doi.org/10.4324/9780203758076
O’Toole, K. J., & Kannass, K. N. (2018). Emergent literacy in print and electronic contexts: The influence of book type, narration source, and attention. Journal of Experimental Child Psychology, 173, 100–115. https://doi.org/10.1016/j.jecp.2018.03.013
Ohta, A. S. (2001). Second Language Acquisition Processes in the Classroom. Routledge. https://doi.org/https://doi.org/10.4324/9781410604712
Palermo, F., & Mikulski, A. M. (2014). The role of positive peer interactions and English exposure in Spanish-speaking preschoolers’ English vocabulary and letter-word skills. Early Childhood Research Quarterly, 29(4), 625–635. https://doi.org/10.1016/j.ecresq.2014.07.006
Rababah, L. M., Alshehab, M. H., & Melhem, N. Z. B. (2018). Exploring the factors that hinder Jordanian students in developing creativity in EFL writing. International Journal of English and Education (IJEE), 7(3), 161-170. https://doi.org/10.17758/eirai.f0117427
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595. https://doi.org/10.1037/a0032690
Salomon, G., Globerson, T., & Guterman, E. (1989). The Computer as a Zone of Proximal Development: Internalizing Reading-Related Metacognitions from a Reading Partner. Journal of Educational Psychology, 81(4), 620–627. https://doi.org/10.1037/0022-0663.81.4.620
Sippel, L. (2019). The impact of peer corrective feedback on vocabulary development. Foreign Language Annals, 52(3), 595-611. https://doi.org/10.1111/flan.12416
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22(3), 271–296. https://doi.org/10.1007/s10648-010-9127-6