The Effect of Using Educational Games of Technology to Improve the Vocabulary of Saudi EFL Learners (Essay Sample)

The Effect of Using Educational Games of Technology to Improve the Vocabulary of Saudi EFL Learners (Chapters)
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The Effect of Using Educational Games of Technology to Improve the Vocabulary of Saudi EFL Learners (Chapters)
TABLE OF CONTENTS
Chapter1:
Heading 2: Definition of terms
                Subheading 1: EFL learner
                Subheading2: Vocabulary
Heading 2: Background information
                Subheading1: Location of EFL learners
                Subheading2: Level of vocabulary of EFL learners
Heading 3: Relationship between game technologies and vocabulary
Chapter two: Benefits
Heading 1: Positive effects of integrating game technologies
Heading 2: Negative effects of game technologies
Heading 3: Need for game technologies for EFL learners
Heading 4: Efficiency of game technologies in training vocabulary
Chapter three: implications
Heading 1: Future implications of technology game use by EFL learners
Heading 2: Effective implementation strategies
Heading 3: Recommendations
 Conclusion 
Chapter1:
Heading 2: Definition of terms
                Subheading 1: EFL learner
EFL is the abbreviation for "English as a Foreign Language. An EFL learner thus is an individual who chooses to learn English as a foreign or non-local or vernacular language.
                Subheading2: Vocabulary
It refers to the sum total of the body of words used in a language at the command of an individual and usually used to denote the individual’s mastery of language.
Heading 2: Background information
Technology has been exceptionally disruptive in all facets of the human industry. In education, technology provides new answers to questions that as educators we did not even know existed. The capacity for technology to improve education processes is exceptional. As educators, technology often takes longer to adapt to compare to other industry such as business. However, in light of the influence and power technology exerts on young minds, educators have a duty to understand and harness technology to enable the achievement of educational objectives.
Technology is creating new avenues for learning across the globe. In Kenya, Toni Maraviglia utilizes mobile phones to support teachers. The application referred to as Eneza (Swahili for spread knowledge) performs as a virtual teacher's assistant. The application work by sending questions on a variety of subjects to learners. It is a low-cost, high impact model designed for use by low income studentsCITATION Zoe15 \l 1033 (BBC, 2015). In the United States, the government understands the key role of technology in facilitating the education of young minds. The government through the Office of Educational Technology notes that video games can be utilized as educational tools. They are traditionally preferred by the younger generation. They offer an experience that is interactive, meaningful, immersive and creative. President Obama in 2011 called for the creating of educational software of educational software that was as interactive and impactful as any video game CITATION Off15 \l 1033 (Office of Educational Technology, 2015).
Educational games seek to harness the interactive nature of computer video games and utilize the same to achieve educational objectives. Educators have constantly attempted to achieve the involvement, attention and motivation that video games elicit from learners. The capacity for learners to work on their video games for hours disregarding fatigue or stress could be revolutionary if properly utilized in the context of education. It would mean better learning outcomes, faster achievement of learning outcomes, discouraging rote learning or mindless memorization.
Games of technology can be particularly useful in learning new languages. In an increasingly global world, it is essential that citizens become global citizens. Part of becoming global citizens will be the need to understand the world's key languages. English is one of these languages. Learning English can be a daunting challenge for learners where English is a foreign language. In such an instance the nuances, idioms, and subtleties are completely foreign, rather than presenting the beauty of the language act as a challenge as they do not follow laid down laws of language,
The paper will attempt to understand the possible effect of using educational games of technology to improve the vocabulary of learners. In this regard, the paper will adopt Saudi learners to whom English is a Foreign Language as the case study of choice. The paper will examine how Saudi EFL learners can comprehensively utilize games of technology to improve the utility of English in their vocabulary.
                Subheading1: Location of EFL learners
The target population of the study consists of all Saudi learners in the process of learning English as a foreign language. The study thus will determine where learners receive instruction in English and attempt to encourage them to join the study. The incentive will be benefitting by learning the language faster if the hypothesis proves correct.
The study will take in an equal number of male and female learners. The learners will be required to sit for a pre-study exam. The exam will determine entry behavior. As a result of the exam, the researchers will determine an acceptable baseline bracket. Participants who fall outside of the bracket will be disqualified.
                Subheading2: Level of vocabulary of EFL learners
The study will conduct an entry exam to determine the level of vocabulary of Saudi EFL learners. The test will determine the level of vocabulary of EFL learners. The level will be elementary to ensure that the study has a baseline where researchers can determine progress if any.
Heading 3: Relationship between game technologies and vocabulary
Game technologies are computer generated games of technology in a virtual environment that can be utilized to support the educational need of learners. The study aims to determine the extent of this interaction and whether the interaction results in an increase in the level of vocabulary of Saudi EFL learners.
Chapter two: Benefits
Heading 1: Positive effects of integrating game technologies
Isabelle De Ridder, in her paper, examines how hyperlinks can affect the incidental learning of vocabulary. In the paper, De Ridder attempts to understand whether highlighting of hyperlinks has any impact on the lookup behavior of learners. The paper notes that where a content-oriented approach is utilized, the learner's attention for vocabulary is diminished. In text where the hyperlink is visible, the reader is more willing to consult the glossary with regard to the affected word. The paper noted that the action of consulting the glossary did not slow down the process of reading or understanding the text. The presence of this additional information enables the learner to access a wider scope of knowledge. The information (additionally) often encompasses multiple mediums allowing learners to work with different media CITATION DeR02 \l 1033 (De Ridder, 2002).
Shelley Shwu-Ching Young in her dissertation carried out a study to determine the effect of integrating game strategies with online speech recognition strategies. The study achieved this through the development of an online system the Game Embedded CALL (GeCALL). In the study, Young had two group. One was the control group (CG) where learners learned language through drill practice only. In the experimental group (EG). Learner utilized both the drill and game strategy. The evaluation noted that learners in the experimental group performed better in pronunciation tests. However, learners in the control group performed better in the vocabulary retention test CITATION You13 \l 1033 (Young & Wang, 2013).
Ferit Kiliçkaya notes that learning a second language can be an arduous task for most learners. Learners, therefore, will seek to find ways within which, learning can be made simpler and easier. The study juxtaposes two learning method with the aim of determining which method is best. The control group learns through the use of vocabulary notebooks and cards. The experimental group used an online vocabulary learning software, WordChamp. To ensure the validity of the results, the two group were given the same vocabulary items. Learners in EG performed consistently better than those in the CG CITATION Fer10 \l 1033 (KILIÇKAYA, 2010).
Arja Piirainen–Marsh takes advantage of the social and interactional nature of learning. As such, the study is built around this paradigm. The study attempts to make the learning of language a social endeavor. The study notes that the learning of language is a social construct. The study attempts to replicate this through the gaming process. As the learner is engaged in the game, the study notes how the learner can consciously attend and manipulate language features embedded in the game. The ...