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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/112071

    Title: Effects of mobile game-based English vocabulary learning app on learners' perceptions and learning performance: A case study of Taiwanese EFL learners
    Authors: 陳志銘
    Yen, Lin
    Chen, Chih Ming
    Huang, Hong Bin
    Contributors: 圖檔所
    Keywords: Correlation methods;E-learning;Mergers and acquisitions;Students;Surveys;College of liberal arts;English-as-a-Foreign-Language;Information and Communication Technologies;Mobile games;Pearson correlation analysis;Vocabulary acquisition;Vocabulary learning;Vocabulary retention;Learning systems
    Date: 2016-06
    Issue Date: 2017-08-22 16:23:43 (UTC+8)
    Abstract: Many previous studies confirmed that vocabulary size plays a key role in the learning processes of English as a foreign language (EFL), and the repetition strategy is still the most widely-used strategy for vocabulary learning. However, it has long been argued that the repetition strategy may make learners passive, or even indifferent, to their vocabulary learning. With the rapid development of information and communication technology (ICT), mobile game-based learning (MGBL) has been considered as a promising scheme for assisting learners in successfully acquiring and retaining knowledge. Thus, this study assesses the effects of utilizing PHONE Words, which is a novel mobile English vocabulary learning APP designed with game-related functions (MEVLA-GF) and without game-related functions (MEVLA-NGF), as a learning tool on learners' perceptions and learning performance. During the four-week experimental treatment, twenty sophomore students from the College of Liberal Arts of National Chengchi University were recruited as the research subjects and were randomly and averagely assigned into the experimental group using MEVLA-GF and the control group using MEVLA-NGF for vocabulary learning. Analytical results show that the learning performance of vocabulary acquisition and vocabulary retention in the experimental group were both significantly higher than those of control group. Moreover, results of the questionnaire survey confirm that MEVLA-GF generates higher effectiveness and satisfaction of facilitating English vocabulary learning than MEVLA-NGF does. Results of Pearson correlation analysis show that learners' involvements and dependence on gamified functions of MEVLA-GF were positively correlated with their vocabulary learning performance.
    Relation: Proceedings of the International Conference on e-Learning, ICEL, 2016-January, 255-262
    Data Type: conference
    Appears in Collections:[圖書資訊與檔案學研究所] 會議論文

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