Digital Game-Based Vocabulary Learning: Where Are We and Where Are We Going?

Autor/inn/en	Zou, Di; Huang, Yan; Xie, Haoran
Titel	Digital Game-Based Vocabulary Learning: Where Are We and Where Are We Going?
Quelle	In: Computer Assisted Language Learning, 34 (2021) 5-6, S.751-777 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zou, Di) ORCID (Xie, Haoran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1640745
Schlagwörter	Vocabulary Development; Game Based Learning; Teaching Methods; Second Language Learning; Second Language Instruction; Research Reports; Periodicals; Anxiety; Selection Criteria; Listening Comprehension; Reading Comprehension; Learning Motivation; Learner Engagement; Intercultural Communication; Role Playing; Computer Games; Cross Cultural Studies; Guidelines; Educational Games; Instructional Effectiveness; Foreign Countries + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Research report; Forschungsbericht; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Angst; Selection criterion; Auslesekriterium; Hörverständnis; Leseverstehen; Motivation for studies; Lernmotivation; Interkulturelle Kommunikation; Rollenspiel; Computer game; Computerspiel; Computerspiele; Cultural comparison; Kulturvergleich; Richtlinien; Educational game; Lernspiel; Unterrichtserfolg; Ausland
Abstract	Given the importance of word knowledge for second language acquisition, there is always a need for effective word-learning approaches from language learners. With the rapid development of educational technologies, game-based learning is emerging into a field with considerable potential, within which, digital game-based vocabulary learning has accrued increasing attention from language learners, educators and researchers. The present research reviews studies on digital game-based vocabulary learning from five perspectives: a general overview of published studies, digital games for vocabulary learning, theoretical frameworks, research issues and findings, and implications. Using specific criteria for article selection, 21 publications in SSCI journals were finalized for the systematic review. Findings revealed 10 types of digital games dominate the field, and these generally demonstrate positive effects in promoting short-term and long-term vocabulary learning, facilitating reading and listening comprehension, increasing motivation and engagement, decreasing anxiety and fostering interactions among learners. These findings further render implications that are meaningful for vocabulary learning and game design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01