Video-Gaming and English Vocabulary Learning.

Abstract

Vocabulary learning has a significant role in the process of learning languages. Given the significance of vocabulary, the present dissertation seeks to examine the correlation between video games and English as foreign language vocabulary learning. In this regard, two main research hypotheses are set forward; (H1) suggests that if English as a foreign language students play video games, their vocabulary learning will improve, while (H0) suggests that if English as a foreign language students play video games, their vocabulary learning will not be improved. In order to offer relevant data to this study and evaluate the hypothesis of research, quantitative methods are opted for. A test was conducted to examine the vocabulary competence level of the learners; in addition, a questionnaire was designed and administered to investigate participants' attitudes towards vocabulary learning, the specific strategies used, and the use of video games. Results and the findings from correlation and variance analyses, in which a positive correlation coefficient (r = 0.67096) and significant variance ρ value (ρ= 0.0001) were reported, confirm the research hypothesis claiming that video games truly satisfy the language student's needs for an easy understanding and learning of the target language vocabulary. It is advised, then, that teachers lay down pleasant learning situations that Video Games bring to the attention of students and focus their instructional worth on such tools.