Kobra Bayatpour; Hammid Reza Maghami; Nasrin Mohammad Hassani
Volume 4, Issue 16 , January 2022, , Pages 43-54
Abstract
This study aimed to evaluate the effect of web-based games on facilitating and enhancing reading and writing skills in learning English vocabulary. The research employed a pre-test and post-test experimental design with a control and an experiential group. Thirty-six elementary students at fourth, fifth, ...
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This study aimed to evaluate the effect of web-based games on facilitating and enhancing reading and writing skills in learning English vocabulary. The research employed a pre-test and post-test experimental design with a control and an experiential group. Thirty-six elementary students at fourth, fifth, and sixth grades from the west of Tehran were selected as the participants who were randomly assigned to research groups. The experimental group used web-based games. Then, a checklist developed by the researchers was used to assess learning and facilitation in the two groups. Having examined the differences between the experimental group and control group by removing the pretest factor and by controlling the effect of the pretest, the study showed a significant difference in posttest (P <0.05 and F = 32.79) between the two groups. As a result, the hypothesis that educational intervention (web-based games) had a significant effect on reading and writing scores was confirmed with 95% confidence. The following results were obtained from statistical analyses: (a) Web-based learning has a significant effect on facilitating the learning of English vocabulary; and (b) Web-based learning has a significant effect on improving reading and writing skills. Therefore, the findings of this study show that using web-based games can be effective in facilitating and increasing reading and writing skills in learning English vocabulary.
Ehsan Namaziandost; Sajad Shafiee; Fariba Rahimi Esfahani
Abstract
This study attempted to investigate the effects of cultural background knowledge on vocabulary learning through reading culturally oriented texts. The study was conducted with 150 upper-intermediate male (n = 75) and female (n = 75) EFL students. The participants of each gender were randomly assigned ...
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This study attempted to investigate the effects of cultural background knowledge on vocabulary learning through reading culturally oriented texts. The study was conducted with 150 upper-intermediate male (n = 75) and female (n = 75) EFL students. The participants of each gender were randomly assigned into three equal groups: group A (Target Culture = TC), group B (Source Culture = SC) and group C (Culture-Free = CF). After homogenizing the participants through a researcher-made vocabulary pretest, three groups received the treatment which was reading comprehension materials reflecting a particular culture. During the treatment, some reading passages related to American and English cultures, Persian culture, and culture free materials were taught to group A, group B, and group C, respectively. At the end of the study, a researcher-made vocabulary posttest was administered. Results of one-way ANCOVA and paired samples t test revealed the significant effects of cultural familiarity whereby vocabulary gains were greater after participants read within the culturally oriented text. Moreover, the results showed that there was no significant difference in vocabulary knowledge posttest between male and female learners.
