Commercial off-the-shelf Game in English as a Foreign Language Classroom: The Impacts of English Proficiency, Pre-Vocabulary Instruction and Learners’ Perceptions on Vocabulary Learning and Retention

Abstract

Learning new vocabulary is a challenging task for second language (L2) learners and retaining these new words in the long-term is even more difficult. One suggestion to enhance vocabulary learning and retention is using digital games. Recently, the use of digital games in L2 has grown in popularity and some empirical research has yielded positive results in terms of the number of learnt words and levels of retention following playing digital games (Franciosi et al., 2016; Miller & Hegelheimer, 2006; Ranalli, 2008). However, more empirical studies are needed to gain a comprehensive understanding and in-depth insight into digital games' potential and effectively integrate them into teaching and learning vocabulary in L2 classroom. This study aims to explore the effectiveness of commercial off-the-shelf (COTS) games, by comparison with an interactive e-learning platform (ActivePresenter) and the role of pre-teaching vocabulary of target words and learners' perceptions of and experiences with integrating COTS games in the L2 classroom. This study reports findings from an intervention study with a 2x2 mixed factorial design among 101 adult Saudi EFL learners. Two different teaching interventions were compared: a COTS game was compared with ActivePresenter, and half of each group was taught target words with Quizlet prior to the intervention. A control group only received vocabulary teaching through Quizlet without gaming or multimedia resources for 30 minutes. Semantic priming (pre-, post- and delayed) and form recognition tasks (post and delayed) were conducted to measure vocabulary learning and retention. The results indicated that both teaching methods, the COTS game and ActivePresenter, were effective in improving vocabulary learning when combined with pre-vocabulary instruction. Additionally, a correlation was observed between language proficiency level and vocabulary outcomes, revealing that learners with lower levels of English proficiency acquired fewer words compared to those with higher levels. The participants were actively engaged and demonstrated a positive attitude towards the integration of the COTS game and ActivePresenter activities in the L2 classroom.