Comparative Study of Game-Based Learning on Preschoolers' English Vocabulary Acquisition in Taiwan

Autor/in	Tang, Joni Tzuchen
Titel	Comparative Study of Game-Based Learning on Preschoolers' English Vocabulary Acquisition in Taiwan
Quelle	In: Interactive Learning Environments, 31 (2023) 4, S.1958-1973 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1865406
Schlagwörter	Preschool Children; Second Language Learning; English (Second Language); Vocabulary Development; Language Acquisition; Game Based Learning; Foreign Countries; Second Language Instruction; Independent Study; Long Term Memory; Lesson Plans; Gender Differences; Age Differences; Scores; Taiwan + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Ausland; Fremdsprachenunterricht; Selbststudium; Langzeitgedächtnis; Lesson planning; Unterrichtsplanung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied
Abstract	This is a comparative study that explores preschoolers' English vocabulary acquisition in Taiwan and tries to look for a better pedagogy. After Taiwan's government announced the policy of developing a "Bilingual Nation," English is the second language in Taiwan. The reforming of English instruction is in urgent need. Under this background, this research aims to investigate whether English vocabulary acquisition will occur in a variety of GBL. In this study, we grouped participants into four instructional groups. Two groups are designed as instructional groups of "flashcard game" in learning 2 words or 3 words per day. Another two groups are designed as groups of "driving games" in learning 2 words or 3 words per day. Without explicit instruction, the study's result showed that preschoolers' English vocabulary acquisition can occur autonomously by GBL, and "2 words per day" is the best and suitable vocabulary size for preschoolers to acquire English in their memory. We found that games can produce children's autonomous learning, and the numbers of children's vocabulary memory can be taken into consideration. Besides, the appropriate amount of information can train children to enter long-term memory. The above findings will benefit language learning, game-based learning (GBL), and interactive learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01