Teachers and Students' Perceptions of Using Digital Games in Improving Vocabulary at Non-English-majored Class
DOI:
https://doi.org/10.54855/acoj.221358Keywords:
digital games (DGs); teachers' perceptions; students' perceptions; non-English-majored students; vocabularyAbstract
The use of gamification in education is of increasing interest. Numerous studies have explored various aspects of integrating digital games (DGs) into English language teaching and learning. This research sought to investigate teachers' and students' perceptions of incorporating DGs in improving vocabulary for non-English-majored students at Phenikaa University, Vietnam. This cross-sectional study was completed with a structured survey of 30 lecturers and 150 students, alongside in-depth interviews with some randomly-selected respondents from both groups. The findings revealed that these two groups of participants mostly shared positive attitudes toward DGs. The teachers were aware of the importance of DGs as a modern and appealing approach to teaching vocabulary; however, they were reluctant to use them frequently because of time constraints, distractions, and technological complexity. With regard to the students, most of them believe in the effectiveness of digital games as learners. However, they reflected that occasional class gaming-learning could be a more appropriate schedule. Contents that digital games can help most effectively with learning English tend to focus more on some aspects of vocabulary. The findings are of great value in giving educators and students a profound understanding of both the positive and negative impacts of using DGs to facilitate learners' vocabulary learning.
References
Alsuhaymi, D., & Alzebidi, A. (2019). Saudi teachers' perceptions regarding adopting digital games in teaching practice. The Turkish Online Journal of Educational Technology, 18(4), 62-69. Retrieved from https://files.eric.ed.gov/fulltext/EJ1232268.pdf
Anyi, C. L. (2019). Evaluating the effectiveness of digital game-based learning in second language vocabulary acquisition. Retrieved from http://hdl.handle.net/1853/62100
Bailey, K. M. (2006). Language teacher supervision: A case-based approach. Cambridge University Press.
Bolliger et al. (2015), Japanese Students' Perceptions of Digital Game Use for English - Language Learning in Higher Education, Journal of Educational Computing Research 0(0), 1–25, DOI: 10.1177/0735633115600806.
Camilleri, M.A. & Camilleri, A. (2017). The Students' Perceptions of Digital Game-Based Learning. In Pivec, M. (Ed.) 11th European Conference on Games Based Learning (October). Proceedings. H JOANNEUM University of Applied Science, Graz, Austria.
Chan S &Lo N. (2022). Teachers' and Students' Perception of Gamification in Online Tertiary Education Classrooms During the Pandemic. SN Comput Sci. 3(3). doi: 10.1007/s42979-022-01117-w.
Chen, H. H. J., Chen, M. P., Chen, N. S., & Yang, C. (2012). Pre-service teachers' views on using adventure video games for language learning. In Proceedings of the 6th European Conference on Games Based Learning (p. 125-130).
Cheng, S. C. (2018). Teachers' perceptions on the use of digital tools in English teaching and learning. Retrieved from https://www.diva-portal.org/smash/get/diva2:1489096/FULLTEXT01.pdf
Chik, A., (2012), Foreign Language Learning: Gamers' and Language Teachers' Perspectives, in Reinders, H.(Ed.). (2012), Digital Games in Language Learning and Teaching, Palgrave Macmillan, USA.
De Grove, F., Bourgonjon, J., & Van Looy, J. (2012). Digital games in the classroom? A contextual approach to teachers' adoption intention of digital games in formal education. Computers in Human Behavior, 28(6), 2023-2033. https://doi.org/10.1016/j.chb.2012.05.021
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Egenfeldt-Nielsen, S. (2006). Overview of research on the educational use of video games. Digital Kompetanse, 3(1), 184–213. https://doi.org/10.18261/ISSN1891-943X-2006-03-03
Gabarre, S., & Gabarre, C. (2009). Using flash games tostimulatecooperative communication. AsiaCALL Online Journal, 4(1), 39-46. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/3
Hanghøj, T., & Engel Brund, C. (2011). Teachers and serious Games: Teachers roles and positionings in relation to educational games. In S. Egenfeldt-Nielsen, B. H. Sørensen, & B. Meyer (Eds.), Serious games in education: A global perspective (p. 125-136). Aarhus Universitetsforlag.
Kidd, T. (2010). Online education and adult learning: New frontiers for teaching practices. IGI Global.
Li, Q. (2013). Digital games and learning: a study of preservice teachers' perceptions. International Journal of Play, 2(2), 101–116. https://doi.org/10.1080/21594937.2013.817105
Mayer, R. E. (2014). Computer games for learning: An evidence-based approach. MIT Press.
Mills, D. J. & Thanyawatpokin, B., (2021), The relationship between extramural digital gameplay and twenty-first-century skills in the language classroom, in Peterson M., Yamazaki K., Thomas M., (Ed.). (2021), Digital Games and Language Learning: Theory, Development and Implementation, Bloomsbury Publishing Plc, USA.
Rasti-Behbahani, A. (2021). Why Digital Games Can Be Advantageous in Vocabulary Learning. Theory and Practice in Language Studies, 11(2), 111–118. https://doi.org/10.17507/tpls.1102.01
Rasti-Behbahani, A. (2021). Why digital games can be advantageous in vocabulary learning. Theory and practice in language studies, 11(2), 111–118. https://doi.org/10.17507/tpls.1102.01
Ruggiero, D. (2013). Video games in the classroom: The teacher point of view. Paper Presented at the Games for Learning Workshop of the Foundations of Digital Games Conference, Chania, Greece. Accessed November 11 2013 http://www.fdg2013.org/program/workshops/papers/G4L2013/g4l2013_02.pdf
Salmons, J. (2016). Doing qualitative research online. Sage.
Sardone, N., & Devlin-Scherer, R. (2010). Teacher candidate responses to digital games: 21st- century skills development. Journal of Research on Technology in Education, 42(4), 409– 425. https://doi.org/10.1080/15391523.2010.10782558
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
Schneider, M. (2012). Exploring the potential of digital game-based learning in the EFL classroom. GRIN Verlag.
Schrier, K. (2006). Using augmented reality games to teach 21st century skills. ACM SIGGRAPH 2006 Educators Program, 15–23. https://doi.org/10.1145/1179295.1179311
Tran, T. T. (2013). Building Classroom Games via Multimedia. AsiaCALL Online Journal, 7(1). Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/139
Vogt, S. (2018). Middle school teachers' use and perceptions of digital game-based learning (Doctoral dissertation, Walden University, America). Retrieved from https://www.proquest.com/docview/2158393505?pq-origsite=primo.
Xie, J., Wang, M., & Hooshyar, D. (2021). Student, parent, and teacher perceptions towards digital educational games: How they differ and influence each other. Knowledge Management & E-Learning, 13(2), 142– 160. https://doi.org/10.34105/j.kmel.2021.13.008
Yip, F. W. M., & Kwan, A. C. M. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International, 43(3), 233–249. https://doi.org/10.1080/09523980600641445
York J. and William deHaan J. (2018), A Constructivist Approach to GameBased Language Learning: Student Perceptions in a Beginner Level EFL Context, International Journal of Game-Based Learning, Volume 8, Issue 1, January-March 2018.
Yunus, C. A., & Hua, T. K. (2021). Exploring a gamified learning tool in the ESL classroom: The case of Quizizz. Journal of Education and e-Learning Research, 8(1), 103-108. https://doi.org/10.20448/journal.509.2021.81.103.108
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Trinh Thi Hang, Nguyen Minh Ngoc, Tran Thi Thanh Huong
This work is licensed under a Creative Commons Attribution 4.0 International License.
License
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process.
Copyright
The copyright of all articles published in the acoj remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the acoj are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
