Effectiveness of Type of Feedback and Frequency on Digital Game-Based L2 Vocabulary Acquisition

Autor/in	Calvo-Ferrer, José Ramón
Titel	Effectiveness of Type of Feedback and Frequency on Digital Game-Based L2 Vocabulary Acquisition
Quelle	In: International Journal of Game-Based Learning, 11 (2021) 3, S.38-55, Artikel 3 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
Schlagwörter	Feedback (Response); Error Correction; Computer Games; Video Games; Game Based Learning; Vignettes; Word Frequency; Vocabulary Development; Linguistic Input; English (Second Language); Second Language Learning; Learning Analytics; Language Proficiency; Correlation; College Students; Young Adults; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Korrektur; Computer game; Computerspiel; Computerspiele; Video game; Videospiel; Videospiele; Word analysis; Frequency; Wortanalyse; Häufigkeit; Wortschatzarbeit; Sprachbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Korrelation; Collegestudent; Young adult; Junger Erwachsener; Unterrichtserfolg
Abstract	The frequency of word exposure in teaching materials, along with corrective feedback, has often been identified as a powerful variable in the learning of vocabulary in a foreign language. The effect of the number of times an action is presented as accurate in digital game-based language learning scenarios (i.e., knowledge of correct response [KCR] feedback) however remains under-investigated. This study aims to analyse the learning of L2 mobile operating system terminology by a group of students of English as a foreign language by using the data collected by the video game "The Conference Interpreter" in order to identify the predictive strength of term frequency (times a term is shown), KCR feedback (times a correct answer is provided), and corrective feedback (times a term is shown as incorrect) regarding short and long-term L2 vocabulary learning. The regression analysis performed showed that the factor 'KCR feedback' may be a positive predictor of short-term vocabulary learning, whereas the other factors seemed to have no statistical effect at any significant level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01