Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners
The present study investigated formal versus informal implementation of pedagogical digital games to improve phrasal verb knowledge. One hundred and one intermediate students took part in this mixed-method, quasi-experimental research. The sample was divided into two treatment groups. ANCOVA was use...
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| Format: | Article |
| Language: | English |
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Imam Khomeini International University, Qazvin,
2021-08-01
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| Series: | Journal of Modern Research in English Language Studies |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_2059.html?lang=en |
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| author | Aylar Fallah Vazirabad Farahman Farrokhi |
| author_facet | Aylar Fallah Vazirabad Farahman Farrokhi |
| author_sort | Aylar Fallah Vazirabad |
| collection | DOAJ |
| description | The present study investigated formal versus informal implementation of pedagogical digital games to improve phrasal verb knowledge. One hundred and one intermediate students took part in this mixed-method, quasi-experimental research. The sample was divided into two treatment groups. ANCOVA was used for quantitative data analysis. Qualitative data analysis was based on students’ questionnaire data. The results revealed that digital game play for 6 weeks within formal classroom setting outperformed informal learning where students had to apply their extended degree of autonomous play and the relevant skills. The mean score difference is 3.45. The majority of students from formal and informal groups prefer formal context of learning. Interaction with peers is more productive between peers, higher levels of satisfaction when they encountered difficulties and significantly constructive in the formal context. Moreover, contrary to previous findings, no significant difference was found between Post Literal and Post Figurative mean scores. Thus both literal and figurative phrasal verb categories improve evenly in a digital game play context and it fosters the interpretation of the previously difficult to comprehend figurative verbs in traditional learning context and mean score for play was considerably higher in formal group and performed better compared to the informal game group. |
| format | Article |
| id | doaj-art-775e239cd70740fbb1105cdc0a37df9b |
| institution | DOAJ |
| issn | 2676-5357 2676-5357 |
| language | English |
| publishDate | 2021-08-01 |
| publisher | Imam Khomeini International University, Qazvin, |
| record_format | Article |
| series | Journal of Modern Research in English Language Studies |
| spelling | doaj-art-775e239cd70740fbb1105cdc0a37df9b2025-08-20T03:04:07ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572676-53572021-08-018111913910.30479/jmrels.2020.12523.1552Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL LearnersAylar Fallah Vazirabad0 Farahman Farrokhi1 Department of English Language and Literature, Faculty of Persian Literature and Foreign languages, University of Tabriz, Tabriz, Iran. Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, University of Tabriz, Tabriz, Iran.The present study investigated formal versus informal implementation of pedagogical digital games to improve phrasal verb knowledge. One hundred and one intermediate students took part in this mixed-method, quasi-experimental research. The sample was divided into two treatment groups. ANCOVA was used for quantitative data analysis. Qualitative data analysis was based on students’ questionnaire data. The results revealed that digital game play for 6 weeks within formal classroom setting outperformed informal learning where students had to apply their extended degree of autonomous play and the relevant skills. The mean score difference is 3.45. The majority of students from formal and informal groups prefer formal context of learning. Interaction with peers is more productive between peers, higher levels of satisfaction when they encountered difficulties and significantly constructive in the formal context. Moreover, contrary to previous findings, no significant difference was found between Post Literal and Post Figurative mean scores. Thus both literal and figurative phrasal verb categories improve evenly in a digital game play context and it fosters the interpretation of the previously difficult to comprehend figurative verbs in traditional learning context and mean score for play was considerably higher in formal group and performed better compared to the informal game group.https://jmrels.journals.ikiu.ac.ir/article_2059.html?lang=en |
| spellingShingle | Aylar Fallah Vazirabad Farahman Farrokhi Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners Journal of Modern Research in English Language Studies |
| title | Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners |
| title_full | Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners |
| title_fullStr | Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners |
| title_full_unstemmed | Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners |
| title_short | Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners |
| title_sort | investigating pedagogical digital game based phrasal verb learning formally vs informally among iranian efl learners |
| url | https://jmrels.journals.ikiu.ac.ir/article_2059.html?lang=en |
| work_keys_str_mv | AT aylarfallahvazirabad investigatingpedagogicaldigitalgamebasedphrasalverblearningformallyvsinformallyamongiranianefllearners AT farahmanfarrokhi investigatingpedagogicaldigitalgamebasedphrasalverblearningformallyvsinformallyamongiranianefllearners |