The Impact of Using a Simple Simulation Game in Teaching Vocabulary on LongTerm Retention in Saudi Arabian Secondary School Students: A proximate replication of Franciosi et al.’s (2016) study

Abstract

Vocabulary is key to language and is of great importance to foreign language learners. This study presents an approximate replication of Franciosi, Yagi, Tomoshige and Ye’s (2016) study of a simple simulation game and long-term vocabulary retention. Franciosi et al. (2016) investigated the assumption that the effect of simulation games can be used to enhance long-term retention of vocabulary in foreign language learning. The aim of this replication was to confirm whether simulation games in conjunction with enabling tasks could be helpful in the Saudi context to improve long-term retention of second language vocabulary. The study conducted a quasi-experimental design on 90 Saudi secondary school students. A treatment 1 group used a simple simulation game (3rd World Farmer) in conjunction with an online vocabulary learning application (Quizlet). Furthermore, the replication added a further treatment group, treatment 2, which used only the simulation game. A control group used Quizlet alone. The result from this replication supports Franciosi et al.’s (2016) finding. The treatment 1 group outperformed the control group on a delayed post-test conducted four weeks after the treatment, although no short-term benefit was found. The treatment 2 group did not show either short-term or long-term benefits over the control group. It is concluded that using simulation games in conjunction with enabling tasks enhances long-term retention and could be a promising strategy for vocabulary learning.