Study on the Role of Video Educational Games with a Linguistic Approach in English Language Education of the 2nd Grade High School Students

Farzad Jalalian

Abstract


The inability of English language learners to recall English concepts is a major challenge faced by teachers. This paper aims to determine the effectiveness of video educational games with a linguistic approach in English language education of the 2nd grade high school students. This is an applied and quasi-experimental study conducted in 2016. For the purpose of this study, we divided the participants into test and control groups and omitted the impacts of covariate (pretest scores measured before execution of any test on the learners). The statistical population consists of 90 students, divided into three groups each consisting of 30 students. Due to the long process of the research, we used availability sampling method in order to minimize the drop in the number of participants. The data was analyzed by SPSS and ANCOVA. The results of this study confirmed that a significant difference exists between English language recalling ability of 2nd grade high school students in test and control groups who are provided with video educational games with and without English language concepts respectively. We concluded that video educational games play an effective role in English language recalling ability of the students. Therefore, it is recommended that video educational games be used for enriching the leisure times of English learners.


Keywords


Education, video educational games, computer games, language, students

Full Text:

PDF

References


Aarnoutse, C. A. J., & Van Leeuwe, J. F. J. (2000). Development of poor and better readersduring the primary school. Educational Research and Evaluation, 6, 251–278.

Abdi, R. & Mohammadi, Sh. (2013). The effect of metadiscourse markers presence on high school EFL learners reading comprehension. Journal of School Psychology, 2(2), 93-106. (Persian).

Ahromi, R., Shooshtari, M., Golshani Monazah, F. & Kamarrazin, H. (2011). The effectivness of training accuracy on the ability of reading of dyslexia in third grade elementary students Isfahan. Quarterly Psychology of Exceptional ndividuals, 1(3), 110-139.(Persian).

Akbari, E. (2011). Learning Disability. Tehran: Nazari publication. (Persian).

American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders, 4th ed. Washington DC: American Psychiatric Association.

Angabi, L. & Asghari, A. (2006) .The game and its impact on children's development. Tehran: Tarahan Emaj publication. (Persian).

Asghari Nekah, S. M., Kalani, S. & Ghanaye, A. (2013). Educational computer games with linguistic approach to intelligent schools For students with specific learning disorders. Special Education, 5(118), 36-48.(Persian). Ayumi, S., Kazumi, K., Hitoshi, U. & Tatsuya, K. (2008). Readingability and phonological

awareness in Japanese children with dyslexia. Brain and Development, 30(3), 179-188. Braten, I. & Samuelstuen, M. S. (2004). Does the influence of reading purpose on reports of strategic text processing depend on students’ topic knowledge? Journal of Educational Psychology, 96, 324-336.

Carolyn Yang, Y.T. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education 5, 365–377.

Demirbilek, M. & Tamer, S. L. (2010). Math teachers’ perspectives on using educational computer games in math education. Procedia Social and Behavioral Sciences, 9, 709–716.

Fälth, L., Gustafson, S., Tjus, T., Heimann, M. & Svensson, I. (2013). Computer-assisted interventions targeting reading skills of children with reading disabilities– A longitudinal study. Dyslexia Journal, 19(1), 37–53.

Ghamari Givi, H., Narimani, M. & Mahmoodi, H. (2012).The effectiveness of cognitionpromoting video on executive functions, response inhibition and working memory of childern with dyslexia and attention dificit/ hyperactivity. Journal of Learning Disabilities, 1 (2), 98-115. (Persian).

Ghobari-Bonab, B., Afrooz, Gh.A., Hasanzadeh, S., Bakhshi, J. & Pirzadi, H. (2012). The impact of teaching active metacognitive thinking-oriented strategies and self monitoring on realing comprehension of students with the reading difficulties. Journal of Learning Disabilities.1 (2), 77-97.(Persian).

Halahan, D. P., Lloyd, Ch., Kaufman, J., Veic, M. & Martinz, E. (2005). Learning disorders, translated by Alizadeh, H., Hemati Alamdarlo, G., Rezaei Dehnavi, S, & Shojaei, S. (2011). Tehran: Arasbaran publication. (Persian).

Holmes, W. (2011). Using game based learning to support struggling readers at home.Learning, Media and Technology, 36(1) 5-19.

Hosseynayee, A., Aghajani, A. & Noferesti, A. (2011). Prevalence special disability ofreading and writing in elementary students. Developmental Pscychology. 7(28), 354-364. (Persian).

Jabari, s. & Khademi, M. (2009). Assessing the impact of new methods of teaching comprehension strategies and traditional strategies on reading comprehension of the fourth and fifth grade students with reading problems and without reading problems. Studies in Learning and Instruction. Journal of Social Sciences & Humanities of Shiraz University, 1(2), 19-58. (Persian).

Karami, J., Abbasi, Z. & Zakei, A. (2013).The effect of phonological awareness training on speed, accuracy and comprehension of students with dyslexia. Journal of Learning Disabilities.2 (3), 116-135.(Persian).

Li, M, & Tsai, Ch. (2013). Game-Based Learning in Science Education: A Review of Relevant Research. Journal of Science Education and Technology, 22, 877-898.

Marnat, G. G. (2005). Psychological Evaluation Guidelines for clinical psychologists, counselors and psychiatrists. Translation by Mohammad Hassan Pasha Sharifi and Mohammad Reza Nikkhou. Tehran: Growth Publication. (Persian)

Marzban, A. (2011). Improvement of reading comprehension through computer-assisted language learning in Iranian intermediate EFL students. Procedia Computer Science, 3, 3–10.

Mehdizadeh, H, Feyzi, F, & Eslampanah, M. (2011). Education The method "Letter-Spell- Word" with digital multimedia for the development of the first grade primary school students.1(3), 146-164.(Persian).

Najafi Pazooki, M., Darzi, A., Dastjerdi, M, Saadati Shamir, A, & Danaye Toosi, M. (2013). Syntactic awareness, working memory and Comprehension. Journal of Educational Innovations, 45(12), 61-84. (Persian).

Nojabaee, S., Amoopour, M. & Azarnoosh, K. (2012). Evaluation Of Revalence And Diversity Of Learning Disorders Among Elementary School Students In Rasht City. Kuwait Chapter of Arabian Journal of Business and Management Review, 1(5).

Ponce, H. R., López, M. J. & Mayer, R. E. (2012). Instructional effectiveness of a computer-supported program for teaching reading comprehension strategies. Computers & Education (2012), doi: 10.1016/j.compedu.2012.05.013.

Poortaheriyan, Z., Khosravi, M. & Mohammadifar, M. A. (2014). The relationship between reading metacognition strategies and study habits on academic motivation. Journal of school psychology, 3(1), 22-36. (Persian).

Raghebian, R., AkhavanTafti, M., & Hejazi, E. (2012). An examination of the effectiveness of a program based on combining questioning the author and triarchic reading

comprehension approaches in improving the students’reading comprehension. Journal of school psychology, 1(2), 39-58. (Persian).

Saeedi, A., Saif, A. A,. Asadzadeh, H. & Ebrahimi Qavam, S. (2013). Comparing effectiveness of methods of presentation and providing concept maps on reading comprehension. Journal of school psychology, 2(3), 125-143. (Persian).

Seo, You-Jin,& Woo, Honguk. (2010). The identification, implementation, and evaluation of critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities. Computers & Education, 55, 363–377.

Sedaghati, L., Foroughi, R., Shafiei, B. & Maracy, M. R. (2010). Prevalence of dyslexia in first to fifth grade elementary students Isfahan, Iran.Audiol. 19 (1), 94-101.(Persian).

Shahim, S. (1994). Wechsler intelligence scale for use in children. Phsychological Research Journal,18, 67-80. (Persian).

Sharifi, A. A. & Davari, R. (2009). Prevalence of dyslexia in third and fourth grade elementary students Sharkord. Research on Exceptional Children, 8(4), 413-418. (Persian).

Shen, Y. (2012). The Effects of Using Story Structure Strategy in English E-Picture Books on Word Recognition, Reading Fluency and Reading Comprehension Ability among Fifth Graders. www.140.133.6.46.

Shirazi, S. & Nilipoor, R. (2004). Design and scaling diagnostic reading rest. Journal of Rehabilitation, 5(1, 2), 7-11.(Persian).

Shokoohi Yekta, M. & Parand, A. (2006). Learning disabilities.Publishing Institute Teymorzadeh, Tabib publication. (Persian).

Stetter, M. E. & Hughes, M. T. (2011). Computer assisted instruction To promote comprehension in students with learning disabilities. International Journal of Special Education, 26(1), 88-100.

Zare, H., Amiri Ahooei, F. & Taraj, Sh. (2009). The effective educational games on shortterm memory and spelling primary school with disabilities learning. Research on Exceptional Children, 4, 367-374.(Persian).




DOI: http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.59

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.