Role of Game-Oriented Instruction in Learning L2 Vocabulary: A Case of Iranian EFL Young Beginner Learners


1 PhD in TEFL, Shahrekord University

2 MA in TEFL, Shahrekord University


The main purpose of this research was to investigate the role of game-oriented instruction on learning vocabulary of Iranian young beginner students. Ninety public school students were selected to participate in this study. Because of practical limitations, the researchers could not assign students to different groups randomly but the selection of the three groups as control and experimental groups were done randomly. After administration of Key English Test (KET), the groups were homogenized and 18 students were eliminated from this study. The treatment starts with 72 students, each group has 24 students. Before starting a treatment, a 20-item multiple choice test was used as pretest. After administration of pretest, the treatment was started. In the control group, new vocabularies were taught through traditional textbook method. In one of the control group, game was used as a main medium of instruction and in the other one, the combination of game and traditional methods were used. In this group, game was used as a supplementary activity. After treatment, posttest was administered in all three groups. In order to analyze the data, SPSS version 20 was used. Since the design of this study was pretest-posttest, analysis of Covariance (ANCOVA) was used for data analysis. Data analysis showed that there was not significance difference between game group and traditional group, but there was a significance difference between mixed group and traditional group. It means that using game as a supplementary activity has the most beneficial effects on learning new vocabularies.


Article Title [Persian]

نقش آموزش بازی محور در آموزش واژگان زبان آموزان مبتدی

Authors [Persian]

  • علی اکبر جعفرپور بروجنی 1
  • مهدی افشار 2
1 دانشگاه شهرکرد
2 کارشناسی ارشد آموزش زبان، دانشگاه شهرکرد
Abstract [Persian]

هدف اصلی این تحقیق بررسی تاثیر بازی بر روی میزان یادگیری لغت انگلیسی دانش اموزان جوان مبتدی ایرانی است. برای انجام این تحقیق نود دانش اموز دوره متوسطه اول انتخاب شدند. به دلیل موانع عملی محقق نتوانست که دانش اموزان را به صورت تصادفی انتخاب کند اما انتخاب گروههای کنترل و ازمایش به صورت تصادفی بوده است. در این تحقیق یک گروه کنترل و دو گروه ازمایش وجود دارد. به منظور همسان سازی سطح کلاس محقق از ازمون استاندارد استفاده کرده است و پس از ان هیجده دانش اموز از این تحقیق کنار زده شدند. تحقیق نهایی روی هفتاد و دو دانش اموز باقی مانده انجام گرفت که هر گروه شامل بیست و چهار دانش اموز میباشد. قبل از شروع اموزش محقق از یک پیش ازمون شامل بیست سوال چهارگزینه ای استفاده کرده و پس از تجزیه و تحلیل داده ها اموزش خود را شروع کرده است. در گروه کنترل اموزش لغت به روش سنتی صورت گرفت . در یکی از گروههای ازمایش لغت با استفاده از بازی به عنوان ابزار اصلی اموزش لغت صورت گرفت و در گروه دیگر ازمایش برای اموزش لغت از روش ترکیبی یعنی ترکیبی از روشهای سنتی و بازی استفاده شده است و بازی به عنوان فعالیت مکمل مورد استفاده قرار گرفت. بعد از اتمام دوره اموزش برای ارزیابی عملکرد گروهها از پس ازمون استفاده شده است. برای تحلیل اماری داده ها از کامپیوتر استفاده شده است. برسی اماری داده ها نشان داده است که تفاوت زیادی بین گروهی که در ان از روش ترکیبی برای اموزش لغت استفاده شده است و گروه کنترل از جهت میزان یادگیری لغت وجود داشته است ولی بین گروهی که از روش بازی به عنوان ابزار اصلی اموزش لغت استفاده کرده است و گروه کنترل تفاوت خیلی زیادی وجود ندارد و این بدان معناست که استفاده از بازی به عنوان روش ترکیبی و مکمل بیشترین تاثیر را در یادگیری لغت دارد.

Keywords [Persian]

  • آموزش بازی محور. بازی به عنوان فعالیت مکمل
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