Effects of using instructional video games on teaching English vocabulary to Iranian pre-intermediate EFL learners
by Hadi Salehi
International Journal of Learning and Change (IJLC), Vol. 9, No. 2, 2017

Abstract: This study aims to investigate whether there is any benefit in using IVGs among the Iranian pre-intermediate EFL learners or not. Therefore, 60 EFL learners from Padideh Derakhshan Institute in Sahinshahr, Isfahan, Iran were chosen as the sample. First, a test of novelty was administered at the early stage to ensure the novelty of to-be-instructed words. Then, the participants were divided into experimental and control groups in order to receive their respective treatments. At the end of the course, both groups sat for posttest and about 1 month later they sat for delayed posttest. The findings of the study showed that there is no significant difference in learning vocabulary through using IVGs. The results also showed that male and female language learners had the same progress and no significant difference was seen. And finally results showed that using IVGs has a significant effect on the learners' vocabulary retention.

Online publication date: Sat, 17-Jun-2017

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Learning and Change (IJLC):
Login with your Inderscience username and password:

    Username:        Password:         

Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com