A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

Kazu, İbrahim Yaşar; Kuvvetli, Murat

doi:10.1007/s10639-023-11756-y

Cited by 83Educational Games and GamificationEnglish Language Learning and TeachingSecond Language Acquisition and Learning

A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

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Kazu, İbrahim Yaşar, Kuvvetli, Murat·2023·Education and Information Technologies

DOI 10.1007/s10639-023-11756-yPMC PMC10061374

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Abstract

This research aimed to explore the views of 8 th grade students on digital game-based English language learning as a foreign language (EFL). A total of 69 students between the ages of 12 and 14 participated in the study. Students' vocabulary acquisition skills were tested using a web 2.0 application called "Quizziz." The study utilized a triangulation method in which the results of a quasi-experiment and the metaphorical perceptions of the learners were obtained. The results of the tests were recorded at two-week intervals, and students' reactions to the results were collected using a data collection tool. The study used a pre-test, post-test, and control group design. The experimental and control groups took a pre-test before the study began. The experimental group then practiced vocabulary using Quizziz, while the control group practiced vocabulary by memorizing it in their mother tongue. The post-test results showed significant differences between the control and experimental groups. In addition, content analysis was used to analyse the data, with metaphors being grouped and frequencies calculated. The students generally expressed positive views on digital game-based EFL, stating that it was highly successful and that in-game power-ups, competing with other students, and receiving rapid feedback improved their motivation.

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Empirical research addressing incidental learning of foreign vocabulary through digital games among middle school students remains limited.
“In addition, empirical research addressing the incidental learning of foreign vocabulary through digital games among middle school students remains limited (Hung et al., 2018; Kazu and Kuvvetli, 2023).”
From Incidental vocabulary learning from digital games: the predictive role of game playing time, foreign language motivation, and anxiety (2026) · cites this paper as Kazu and Kuvvetli, 2023
The Conclusion, implications and limitations (page unavailable) calls for more research on digital games for language learning across age groups, and the Introduction (page unavailable) describes a study of eighth-grade pupils. Neither passage establishes that research specifically on incidental foreign-vocabulary learning among middle school students is limited; this study instead describes deliberate vocabulary practice with Quizizz. (LLM, conf=0.83)
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Authors: Kazu, İ. Y., & Kuvvetli, M.
Affiliations: Mi̇lli̇ Eği̇ti̇m Bakanliği (TR)
ORCID: Kazu, İbrahim Yaşar
Kuvvetli, Murat
Venue: Education and Information Technologies
Publisher: Springer Science and Business Media LLC
Published: 2023-03-30
Volume: 28
Issue: 10
Pages: 13541-13567
ISSN: 1360-2357 (ISSN-L)
1573-7608
DOI: 10.1007/s10639-023-11756-y
PMC: PMC10061374
OpenAlex: W4361279346
Cited by: 83
References: 76
Citations by year: 2026: 25 · 2025: 35 · 2024: 19 · 2023: 4
FWCI: 40.28
Type: journal article
Language: en
Open access: bronze
doi.org
Licence: www.springernature.com/gp/researchers/text-and-data-mining (tdm)
www.springernature.com/gp/researchers/text-and-data-mining (vor)
Locations: Education and Information Technologies (publishedVersion)
PubMed Central (publishedVersion)
PubMed (publishedVersion)
DSpace - FIRAT (Fırat University) (submittedVersion, cc-by-nc-nd)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Keywords: digital game-based learning, vocabulary acquisition, English as a foreign language, EFL learners, Web 2.0 applications, game-based learning effectiveness, learner perceptions, student motivation, peer competition, feedback in learning, junior high school students

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A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

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