Factors affecting incidental L2 vocabulary acquisition and retention in a game-enhanced learning environment

May combine two claims.

Students' interest was high; they were greatly curious about the story and the ending, and none of the survey items received any response under Point Three.

“Regarding interest, the survey results showed that the students' interest was high.The results particularly revealed that the students were greatly curious about the story and the ending, and none of the survey items received any response under Point Three (Table 6).”

May combine two claims.

In the pretest, 33 students (56.0%) out of 59 marked correct answers for each item on average; in the immediate posttest, 49 students (83.0%) did so; in the delayed posttest, 48 students (81.3%) did so.

“In terms of vocabulary items, while 33 students (56.0%) out of 59 marked correct answers for each item on average in the pretest, 49 students (83.0%) and 48 students (81.3%) did so in the immediate posttest and delayed posttest, respectively.”

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All three learner-related variables (proficiency, interest, caption) influenced vocabulary learning.

“Regarding learner-related variables, the study found that all three variables influenced vocabulary learning.”

May combine two claims.

Students' interest and viewing captions were positively related to vocabulary learning.

“Regarding the learner-related variables, the students' interest and viewing captions were positively related to vocabulary learning, whereas their language proficiency levels were negatively correlated.”

• Also stated in: § 4.3 Results of learner-related variables · plain

  “While interest and viewing captions had positive relationships with vocabulary gain and retention, language proficiency was negatively correlated”

May combine two claims.

Students' vocabulary gain and retention significantly varied according to their language proficiency (F = 33.945, p < .000 for gain; F = 27.324, p < .000 for retention).

“Table 5 shows that the students' vocabulary gain (F = 33.945,p < .000)and retention (F = 27.324,p < .000)significantly varied according to their language proficiency.”

May combine two claims. The quote only partly states this claim.

The immediate and delayed vocabulary posttest scores significantly increased compared to pretest scores.

“The results showed that the scores of the immediate translation posttest and the delayed posttest significantly increased compared to those of the pretest (Table 1).”

May combine two claims.

Students showed a high level of interest and curiosity towards the game.

“Interested | 3 | 5 | 4.25 | .801”

• Also stated in: § 6. Conclusion · plain

  “Curious | 3 | 5 | 4.73 | .520”

• Also stated in: § 5. Discussion · plain

  “the students showed a high level of interest and curiosity towards the game”

Probably not a substantial claim: may not pass S3 (load-bearing).

The frequencies of the target items ranged from one to 14 occurrences in the game.

“The frequencies of the target items ranged from one to 14 occurrences in the game.”

May combine two claims.

Students' language proficiency levels were negatively correlated with vocabulary learning; higher proficiency was associated with less vocabulary gain and retention.

“whereas their language proficiency levels were negatively correlated.”

• Also stated in: § 4.3 Results of learner-related variables · plain

  “language proficiency was negatively correlated; that is, the higher the students' proficiency was, the less vocabulary gain and retention they had (Tables 7 and 8).”

May combine two claims.

There was a negative correlation between students' language proficiency and viewing captions (Pearson's correlation = -.381, p < .01); less proficient students viewed captions more frequently.

“There was also a negative correlation between the students' language proficiency and viewing captions, which indicated that the less proficient students viewed captions more frequently (Pearson's correlation = -.381,p < .01).”

May combine two claims.

Word level (CEFR and Nation) and frequency were not significant predictors of vocabulary gain or retention in the regression models.

“Level (CEFR) | .787 | 1.226 | .116 | .642 | .528”

• Also stated in: § 6. Conclusion · plain

  “Frequency | .304 | .544 | .096 | .560 | .582”

• Also stated in: § 6. Conclusion · plain

  “Level (CEFR) | .581 | 1.212 | .082 | .479 | .637”

May combine two claims.

The vocabulary gain rate was 53.1% and the attrition rate was 5.0%.

“The increase rate (vocabulary gain) was 53.1% and the attrition rate (the difference between the immediate and delayed posttests) was 5.0%.”

May combine two claims.

Half of the target items were beyond the CEFR and Nation's (2004) lists and were categorized into Levels 7 and 11, respectively.

“Concerning the word level, the results revealed that half of the target items were beyond the CEFR and Nation's ( 2004) lists (Table 2).These words, along with the phrases, were categorized into Levels 7 and 11, respectively.”

• cites Nation's (2004)Not checked yet

  Not checked in the free run.

May combine two claims.

The salience of the word positively affected students' vocabulary acquisition and retention because students paid more attention to words strongly associated with the story of the game.

“In terms of vocabulary-related variables, the current study found that the salience of the word positively affected the students' vocabulary acquisition and retention.This means that the students better learned and remembered the words strongly associated with the story of the game because they paid more attention to those words.”

May combine two claims.

The unique interface design of the game made some words more salient and increased the involvement load and attention of students.

“Moreover, the unique interface design of the gamethe students could only continue the game by understanding the videos and putting the correct keywordmade some words even more salient.At the same time, it increased the involvement load for the students, along with their desire to accomplish the task, thereby their attention to vocabulary.”

Probably not a substantial claim: may not pass S3 (load-bearing).

High-level words usually mean less frequently used words in daily life.

“high-level words usually mean less frequently used words in daily life (Nation, 2004)”

• cites Nation, 2004Not checked yet

  Not checked in the free run.

May combine two claims.

The game narrative resulted in better retention because it provided richness of context wherein vocabulary was encoded and demanded more attention and conscious involvement from students.

“The game narrative also resulted in better retention because it provided richness of context wherein vocabulary was encoded and demanded more attention and conscious involvement from the students, which is central to learning (Ender, 2016;Franciosi et al., 2016).”

• cites Ender, 2016Not checked yet

  Not checked in the free run.

• cites Franciosi et al., 2016Not checked yet

  Not checked in the free run.

May combine two claims.

Higher-level students already scored high on the pretest, leaving less room for improvement on the posttests, whereas lower-level students had more room for improvement.

“First, the higher-level students already scored high on the pretest, leaving less room for improvement on the posttests, whereas the lower-level students had more room for improvement.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The effect of exposure and salience may be combined to a certain degree to produce the outcomes.

“Alternatively, the effect of exposure and salience may even be combined to a certain degree to produce the outcomes.”

May combine two claims.

Students' attention to the game did not diminish their attention to vocabulary but enforced and reinforced vocabulary learning by creating a strong link in their memory.

“From this perspective, the results showed that the students' attention to the game did not diminish their attention to vocabulary but enforced and reinforced vocabulary learning by creating a strong link in their memory.”

• AssumptionRests on an assumption: Students' primary intention during the game was not learning vocabulary but playing the game.

Probably not a substantial claim: may not pass S3 (load-bearing).

The numbers of exposures might not be sufficient to reach a significant result in this study.

“the numbers of exposures might not be sufficient to reach a significant result in this study.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The salience of each target word was evaluated on a 3-point Likert scale by two raters according to the impact of the word on the story, with interrater reliability of .92.

“Finally, the salience of each target word was evaluated on a 3-point Likert scale by two raters according to the impact of the word on the story.The interrater reliability was .92.”

Probably not a substantial claim: may not pass S2 (checkable).

When multiple variables are included in an investigation, the variables covary and result in different dynamics among them.

“First, as previous studies mentioned, when there are multiple variables included in the investigation, the variables covary and result in different dynamics among them (Peters & Webb, 2018;Teng,”

• cites Peters & Webb, 2018Not checked yet

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• cites TengNot checked yet

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May combine two claims.

Because students were curious about the story and found the game interesting, they remained intrinsically motivated and self-imposed to actively play the game and paid more attention to vocabulary.

“Because the students were curious about the story (what truly happened and who killed the husband) and found the game interesting, they remained intrinsically motivated and self-imposed to actively play the game and paid more attention to vocabulary in the course of finding the killer and solving the mystery.”

May combine two claims.

The complex interconnectedness of the word with the story made memory more robust and facilitated vocabulary retention and retrieval.

“The complex interconnectedness of the word with the story made the memory more robust and facilitated vocabulary retention and retrieval.”

Classified as probably not a substantial claim.

The game provided rich language input because players needed to watch videos and understand the contents to continue the game.

“Second, the game provided rich language input because players needed to watch videos and understand the contents to continue the game.”

Classified as probably not a substantial claim.

The same set of vocabulary items was used in all three tests.

“The same set of items was used in all three tests.”

May combine two claims.

When lower-level students were provided with an interesting and stimulating task, they became intrinsically motivated and were able to learn vocabulary no less than higher-level students.

“The study showed that when the lower-level students were provided with an interesting and stimulating task, they became intrinsically motivated and were able to learn vocabulary no less than the higher-level students.”

Classified as probably not a substantial claim.

Students were not notified about the posttests in advance.

“The students were not notified about the posttests in advance.”

May combine two claims.

The game interface directed students' attention to vocabulary, elaborated the vocabulary learning process, and ultimately led to better vocabulary learning.

“In the present study, the game interface, by pushing the students to understand the contents and search keywords, directed the students' attention to vocabulary, elaborated the vocabulary learning process, and ultimately led to better vocabulary learning.”

Probably not a substantial claim: may not pass S3 (load-bearing).

None of the students had played Her Story prior to the class.

“None of them had played Her Story prior to the class.”

May combine two claims.

Although students did not have a conscious intention to acquire vocabulary, the contentual salience of words and the necessity to understand them enabled the students to consciously attend to the meaning of the word during game play.

“Therefore, as contended by Ender (2016), although the students did not have a conscious intention to acquire vocabulary, the contentual salience of words and the necessity to understand them enabled the students to consciously attend to the meaning of the word during game play.”

• cites Ender (2016)Not checked yet

  Not checked in the free run.

• AssumptionRests on an assumption: Students' primary intention during the game was not learning vocabulary but playing the game.

Probably not a substantial claim: may not pass S2 (checkable).

Game-enhanced incidental L2 learning does not mean merely letting students play the game and expecting them to unconsciously glean vocabulary.

“Likewise, game-enhanced incidental L2 learning does not mean merely letting students play the game and expecting them to unconsciously glean vocabulary.”

Probably not a substantial claim: may not pass S2 (checkable).

Incidental vocabulary learning requires a careful pedagogical design to increase students' attention to the target word and their intake of it.

“therefore, incidental vocabulary learning also requires a careful pedagogical design to increase students' attention to the target word and their intake of it.”

• AssumptionRests on an assumption: Students' primary intention during the game was not learning vocabulary but playing the game.

May combine two claims.

Vocabulary acquisition and retention are affected by diverse factors and processed by complex dynamics among factors.

“As shown in this study, vocabulary acquisition and retention are affected by diverse factors and processed by complex dynamics among factors”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Vocabulary is central to L2 language learning.

“Vocabulary is central to L2 language learning (Nation, 2004;Sundqvist & Sylvén, 2012;Teng, 2022).”

• cites Nation, 2004Not checked yet

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• cites Sundqvist & Sylvén, 2012Not checked yet

  Not checked in the free run.

• cites Teng, 2022Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Vocabulary learning is often regarded as a tedious and unfruitful area, which demands a tremendous amount of time and effort from EFL students.

“However, it is often regarded as a tedious and unfruitful area, which demands a tremendous amount of time and effort from EFL students (Chen et al., 2018;Chen et al., 2019).”

• cites Chen et al., 2018Not checked yet

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• cites Chen et al., 2019Not checked yet

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