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Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 6، دوره 8، شماره 1، فروردین 2021، صفحه 119-139 اصل مقاله (600.73 K) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2020.12523.1552 | ||
| نویسندگان | ||
| Aylar Fallah Vazirabad* 1؛ Farahman Farrokhi2 | ||
| 1Department of English Language and Literature, Faculty of Persian Literature and Foreign languages, University of Tabriz, Tabriz, Iran. | ||
| 2Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, University of Tabriz, Tabriz, Iran. | ||
| تاریخ دریافت: 15 بهمن 1398، تاریخ بازنگری: 01 اردیبهشت 1399، تاریخ پذیرش: 12 خرداد 1399 | ||
| چکیده | ||
| 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. | ||
| کلیدواژه‌ها | ||
| Digital Game-Based Language Learning؛ Figurative؛ Literal؛ Mobile Apps؛ Phrasal Verb | ||
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آمار تعداد مشاهده مقاله: 626 تعداد دریافت فایل اصل مقاله: 566 |
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