Ehsan Abbasi

The impact of video games on vocabulary acquisition has not received sufficient attention despite a growing interest in the influence of digital games on vocabulary learning (DGVL) in the field of computer-assisted language learning (CALL). Particularly, it is uncertain whether the duration of time spent playing a video game and the attitude of English language learners (ELLs) have significant effects on EFL vocabulary acquisition. The present quasi-experimental study involved 40 male EFL students at a private language institute and examined the relationship between their opinions of a video game and the time allocated to it in relation to vocabulary acquisition. Specifically, this study explored the influence of these factors on receptive or productive vocabulary learning. Moreover, the vocabulary learning strategies employed by the participants when playing, along with the features they deemed essential for computer games to be engaging enough to support learning, were addressed in this study. The participants were required to complete a pretest, a posttest, a survey, and a self-reported timetable. Analyses did not reveal a meaningful correlation between the participants' perceptions of the target video game and vocabulary acquisition. Additionally, findings revealed that the time spent playing the video game, coupled with prior language proficiency, helped to boost English vocabulary learning. The study also identified the vocabulary learning strategies participants adopted and the game features they found most appealing. These outcomes offer important insights for ESL/EFL instructors regarding the most effective approach to employing computer games as a novel vocabulary learning method.

The impact of video games on vocabulary acquisition has not received sufficient attention, despite a growing interest in the influence of digital games on vocabulary learning (i.e., DGVL) in the field of computer-assisted language learning (CALL). Particularly, it is uncertain whether the duration of time spent playing a video game and the attitude of English language learners (ELLs) have significant effects on EFL vocabulary acquisition. The present quasi-experimental study involved 40 male EFL students at a private language institute and examined the relationship between their opinions of a video game and the time allocated to it in relation to vocabulary acquisition. Specifically, this study explored the influence of these factors on receptive or productive vocabulary learning. Moreover, the vocabulary learning strategies employed by the participants when playing, along with the features they deemed essential for computer games to be engaging enough to support learning, were addressed in this study. The participants were required to complete a pretest, a posttest, a survey, and a self-reported timetable. The analyses did not reveal a meaningful correlation between the participants' perceptions of the target video game and vocabulary acquisition. Additionally, it was found that the time spent playing the video game, coupled with prior language proficiency, helped to boost English vocabulary learning. Insights regarding the vocabulary learning strategies adopted and the features found appealing were also provided. These outcomes offer important insights for ESL/EFL instructors regarding the most effective approach to employing computer games as a novel vocabulary learning method.

The goal of the present study is to investigate how a commercial computer game (CCG) affects the productive and receptivevocabulary knowledge of EFL learners when they are not in a formal educational setting. More specifically, we investigated howCCGs assist learners in recognizing and producing English vocabulary over time (i.e., whether they only recognize the words whendirectly confronted with them or use them spontaneously). The investigation took place in an EFL context, and a sample ofconvenience of male students from a classroom at a private language institution was selected by the researchers. According to theresults of statistical analyses, players' receptive and productive vocabulary knowledge significantly increased after playing the game.Additionally, it was evident that the learned words were retained to a high degree.

The impact of video games on vocabulary acquisition has not received sufficient attention, despite a growing interest in the influence of digital games on vocabulary learning (i.e., DGVL) in the field of computer-assisted language learning (CALL). Particularly, it is uncertain whether the duration of time spent playing a video game and the attitude of English language learners (ELLs) have significant effects on EFL vocabulary acquisition. The present quasi-experimental study involved 40 male EFL students at a private language institute and examined the link between the students' opinions of a video game as well as the time allocated to it, in terms of vocabulary acquisition. In particular, this research explored the influence of these factors on receptive or productive vocabulary learning. Moreover, the vocabulary learning strategies employed by the participants when playing, along with the features they deemed essential for computer games to be engaging enough to support learning, were addressed in this study. The participants were required to complete a pretest, a posttest, a survey, and a self-reported timetable. The analyses did not reveal meaningful correlation between the participant's perception of the target video game and vocabulary acquisition. Additionally, it was found that the time spent playing the video game, coupled with prior language proficiency, helped to boost English vocabulary learning. Insights regarding the vocabulary learning strategies adopted and the features found appealing were also provided. These outcomes offer important insights for ESL/EFL instructors regarding the most effective approach to employing computer games as a novel vocabulary learning method. Keywords: Computer-Assisted Language Learning (CALL), Game-Enhanced Language Learning, Digital Game-Based Vocabulary Learning (DGVL), Computer games, Video Games, ESL/EFL pedagogy, TESOL, second language acquisition, Vocabulary Acquisition.

The goal of the present study is to investigate how a commercial computer game (CCG) affects the productive and receptive vocabulary knowledge of EFL learners when they are not in a formal educational setting. More specifically, we investigated how CCGs assist learners in recognizing and producing English vocabulary over time (i.e., whether they only recognize the words when directly confronted with them or use them spontaneously). The investigation took place in an EFL context, and a sample of convenience of male students from a classroom at a private language institution was selected by the researchers. According to the results of statistical analyses, players' receptive and productive vocabulary knowledge significantly increased after playing the game. Additionally, it was evident that the learned words were retained to a high degree.

This qualitative study investigated how a TESOL pre-service foreign language teacher's perspective of translanguaging evolved throughout a 6-week minimester course focused on translanguaging. To support understanding of how Mel, the focal teacher, considered perspectives with which she previously disagreed, we drew on the concept of biographical reflexivity. We used thematic analysis to analyze data, which included the course syllabus and Mel's oral contributions that were audio recorded and transcribed verbatim. Findings show that as she worked to make sense of translanguaging as a theory, practice, and pedagogy by reflecting on her own experiences and juxtaposing them with course content, Mel wavered between agreement and disagreement regarding inequality, linguistic imperialism, discrimination, and identity development. Implications for future research and practice are discussed.

This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course syllabus, and student-produced artifacts. We used thematic analysis focusing on the participant’s perceptions of translanguaging as both theory and practice to analyze the data. A semi-structured interview was carried out five years later to review the impact of translanguaging on the participant’s teaching and ideology as a Spanish teacher in a dual language program. Findings uncovered five primary themes all related to the participant’s biographically related development of translanguaging stance: traditional second language acquisition theories as a concern, updating the notion of social justice, the ability to support positive identity development, contemplating translanguaging as a pedagogy, and the longevity of the biographical approach to lifelong learning. The findings highlight the importance of biographical approaches to lifelong learning in language education and suggest that teachers can foster bilingual development, establish inclusive teaching strategies, and create equitable language learning spaces by recognizing the potential of translanguaging, which may be made possible by fostering similar contexts in teacher education courses.