Novitas-ROYAL,
2009, Vol.: 3(1), 45-59[i].
AN EVALUATIVE
CHECKLIST FOR COMPUTER GAMES USED FOR FOREIGN LANGUAGE VOCABULARY LEARNING AND
PRACTICE: VOCAWORD SAMPLE
Abstract:
The purpose of this paper is to draw attention to the
use of games in FL teaching and learning, and to present a vocabulary learning
game which can be used as supplementary material in CALL and/or traditional language
classes in any language, and to compare it with two other widely used games in
FLT. A criteria checklist for CALL systems and more specifically for vocabulary
learning software is offered and applied to the evaluation of one game, namely VocaWord. The checklist’s application to
the game showed that the weakness of the game is half as much, and the strengths
might be twice as much compared to Scrabble and Taboo, which are commercially
oriented games widely used by teachers and foreign language learners. These
results suggest that VocaWord is a promising game that has the potential to be quite
effective. The study underlines the necessity to develop more educational games
that can be used in CALL.
Key words: evaluation,
vocabulary, material development, CALL, checklist
Özet: Bu makalenin amacı
yabancı dil öğretimi ve öğreniminde oyunların
kullanımına dikkat çekmek ve bilgisayar destekli dil öğreniminde
ve/ya geleneksel sınıf ortamlarında (her dilde)
yardımcı materyal olarak kullanılabilecek yeni bir oyun öne
sürmek ve yabancı dil öğretiminde yaygın olarak kullanılan
başka iki oyunla geliştirilen oyunu kıyaslamak. Bilgisayar
destekli dil öğretimi sistemleri için ve özellikle sözcük öğrenme
yazılımları için bir kontrol listesi önerilmiş ve VocaWord
adlı oyunun değerlendirilmesinde uygulanmıştır. Hazırlanan
kontrol listesinin oyuna uygulanması sonucunda daha çok ticari amaçlı
olarak hazırlanmış ve öğretmenler ile yabancı dil
öğrenenler tarafından geniş çapta kullanılan Scrabble ve
Taboo oyunlarının zayıflıklarının
yarısı kadar zayıf yanı bulunduğu ortaya
çıkarılmıştır. Bu sonuç VocaWord oyununun gelecek vaat
eden ve oldukça etkili olabilme potansiyele sahip bir oyun olduğunu ortaya
koymuştur. Bu çalışma bilgisayar destekli dil öğrenimi
alanında kullanılabilecek daha fazla eğitim amaçlı oyunun
geliştirilmesinin gerekliliğini vurgulamaktadır.
Anahtar sözcükler: değerlendirme,
sözcük, materyal geliştirme, bilgisayar destekli dil öğrenimi,
kontrol listesi
Introduction
Vocabulary has always been one of the most important issues
related both with teachers and learners of foreign languages. Krashen (in Lewis
1993) has commented that learners do not carry grammar books in their pockets,
but they carry dictionaries. Likewise, while without grammar very little can be
conveyed, without vocabulary nothing can be conveyed (Wilkins 1972:111). Many
aspects of foreign word teaching and learning have been investigated and
discussed with increased interest during the past three decades. While some
studies have concentrated on word types, meanings and forms (e.g. Laufer 1990,
2006; de Groot and Keijzer 2000; van Hell and Mahn 1997; Nissen and Henriksen
2006) some have focused on vocabulary learning and/or teaching strategies,
methods, testing and assessment (e.g. Meara 1992, 1997; Meara and Fitzpatrick
2000; Hulstijn and Laufer 2001; McCarthy 1990; Nation 2001; Schmitt 2000) and with
the recent improvement in educational technologies, others have shed light on
how computers or various kinds of software could aid FL learning (e.g. Groot
2000; de Freitas and Griffiths 2008; Ranalli 2008; Yip and Kwan 2006; Grace
2000). However, very few studies have concentrated specifically on word
acquisition through games.
Processes of language learning have become more
engaging by means of educational games which are believed to add fun to
classrooms where students would feel more relaxed and comfortable. Games create
an environment where education is mostly learner-centred, with a good opportunity
for socialisation when well organised, and awakening the will to win and
competitive desire inside people. Freiermuth (2002) has stated that games are
learner-centred since they give students the opportunity to resolve problems
without the intervention of a teacher. Schwienhorst (2002) has noted that games
provide realistic sociocultural context for language learning. Purushotma (2005)
has suggested that games can be so highly motivating that they can even cause addictive
behaviour. These advantages of games can help teachers create a willing, ready
to learn, active and energetic atmosphere in their classes. The fact that
people feel better, get less tired, and are highly motivated when they do things
they enjoy, such as playing games, is the main inspirational idea of this work (Bakar,
Tuzun, and Cagiltay 2008; Sahhuseyinoglu 2007; Bayirtepe and Tuzun 2007; Tuzun
2006). And, as a matter of fact, personally I believe that the aim of education
should be teaching or learning more, or let’s say better qualitatively, rather
than just quantitatively. So, searching for ways to get students out of this
pain-giving process (as some learners say) in a shorter time with more
qualitative knowledge while enjoying themselves has been the motivation for the
idea stated above.
Although there is not much statistical research about
the use and efficiency of games in FL education, there are hardly any negative opinions
given against games by teachers or students either. This non-written,
statistically or scientifically non-proven fact is a clear indicator that
everyone likes games regardless of their age, gender, or level. Noticing this
fact can contribute much to the field. Yip and Kwan (2006) showed that students
preferred learning that is supported by digital educational games rather than
traditional activity based lessons. According to their study, students who were
provided with an electronic environment and games became more successful in
learning new words compared to those who learned the same vocabulary through
activity based lessons. Therefore, teachers or parties that complain about the
insufficiency of the current methodology and strategies necessitated by
language teaching programs might be willing to set up or try new techniques
where games could play a major role. Teaching words, grammar, writing, or
speaking, for instance, through games might be effective and enjoyable.
Nevertheless, although naturally basing all curricula on games would be a very
radical step demanding a lot of courage, using games more often in language
classes would do no harm when the activity is well planned and under the
control of teachers.
There are materials in which various kinds of games
are presented as additional materials to language teachers. However, not all
course books include games in their units, perhaps because they are too time-consuming.
One might speculate that book writers, academicians, teachers, and the system
itself, etc. value mostly quantitative education, hurrying to finish the unit
of a book or the parts of the curriculum, and worrying too much about time.
Again, despite the recent trend which highlights communicative teaching methods,
games are considered only with limitation or almost completely neglected, at least in my
environment where I have observed that either games are not used at all, or
ineffective or irrelevant games are played in language classes.
In addition to the ideas proposed above, games might
help in eliminating anxiety in classes as well, which is an important
contribution to the education process. FL teachers to whom I have spoken
mentioned that learners who are free of anxiety generally feel more relaxed and
willing to participate in activities, to try and produce. Scientists report that
improving fun moments in instruction would enhance learning as this stimulates
the dopamine system and functions as an amplifier for the learning process.
Jones (1982) and Nemitcheva (1995), as well have pointed out that games are
capable to reduce the fear of making mistakes, and so they lower affective
obstruction in learning.
Both computer support and games are effective means
that should not be neglected and be used more often in FL education. Nesselhauf
and Tschichold (2002) noted that with the help of vocabulary building software
for EFL it was very useful and easy to both implement collocational exercises
and learn them. Hu hai-peng and Deng li-jing (2007) reported that multimedia
vocabulary teaching is a very efficient approach in boosting learners’
vocabulary knowledge. Loucky (2005) showed that online dictionaries and language
learning web sites produce more effective and enjoyable reading and vocabulary
learning lessons. Moreover, Huyen and Nga (2003) concluded that games can be used for the useful practice and review of language
lessons, thus leading toward the goal of improving learners' communicative
competence. Thus,
it is important that teachers are encouraged to use digital environment
materials that would address the emotional side of the learners as well, but
also ensuring that they are supported with both a suitable curriculum and appropriate
materials.
Personal Observations
During my classes I have noticed that games are
perceived as a reward or free time which highly motivates students, which
supports Purushotma (2005) who has suggested that games can be so highly
motivating that even addictive. They become so engaged in game activities that
they stay in the classroom even in the break time. Rivalry and fun go together,
creating both a friendly and competitive environment. Furthermore, all the games
we played created a reinforcement effect that was helpful in the review of the
lesson. There is no age for playing games. It might be even postulated that even
if not the same, games have a similar effect on people of all age groups. That
is what I have observed, at least in my classes, especially when I noticed that
learners started to get tired and/or bored.
I have also observed that people learn lots of words
from games that they play on computers. Children of my nephew for example
surprised me so much when they told me some words in English, because they had only
started school a few years before, and had not had English classes yet. I realised
that they had learned these words from computer games since they were mostly of
that language. Some examples are “start game, new game, game ended, options,
settings, easy, medium, hard, weapon, car, etc.” which are all related to a computing
and games context. It would not be an exaggeration to say that they know at
least 50-100 words in English, which is a good number for children who have
just learned to read and write in their native language, and have never been
exposed to English formally. Likewise, Miller and Hegelheimer (2006) observed
that vocabulary and grammar knowledge of students who played The Sims significantly increased. Almost
all researchers agree that it is very important to equip learners of FL with
the first 2000 most frequent words as soon as possible. It is additionally
suggested that vocabulary might be learned better in context (e.g., Groot,
2000; Ellis, 1997). Therefore, it would be easy to achieve this (providing
people with the most frequent words in context) with the help of nicely and
appropriately developed vocabulary learning software (games) as it is so
obvious that children of the current digital age grow up with computers and
computer games.
VocaWord
VocaWord is a game that I devised during the courses I
have been teaching. The personal question “how can I make my students learn and
retain more words” led me to the conclusion that I should provide them with an
environment where they will focus specifically on vocabulary and often practise
the words they learn. They should also enjoy themselves while learning,
studying, or practising them so that they can willingly spend time on studying
words again and again for hours.
Components
VocaWord consists of a board (made up of 32 spaces), 3
card packs (quiz, cards 1, cards 2), and 4 packs of knowledge level (beginner,
elementary, pre-intermediate, intermediate). These parts will now be described
and explained in detail. After the units have been described, the rules of the
game will be explained.
The Board: This consists of 32 spaces. These
can be in the form of a square, circle, or other shape. Of the 32 spaces, there
is the start space, two quiz spaces, one “relax” space, and four level spaces,
and the remaining 24 spaces contain a letter of the alphabet (English alphabet
in the present study). Each player in the game goes over these spaces and
collects letters, has quizzes, challenges his knowledge to get level
certificates, or relaxes. The background colour of these spaces is suggested as
vivid and pastel, which will keep players awake but not tire their eyes.
Card Packs: There are 3 packs of tasks. On
each card of each pack there are written directions or tasks to complete or
follow. On QUIZ cards there are questions that players are to answer. These are
cards of mini quiz tasks. On the CARDS 1 pack there are letters which are
awarded as a bonus to the players. On the CARDS 2 pack there are directions to
follow which are usually forfeits for the players.
Knowledge Level
Packs: These are
cards that ask specific questions belonging to the given level (Beginner,
Elementary, Pre-Intermediate, Intermediate). In each level pack there are
questions or tasks appropriate for that level asking students to complete or
answer them. These cards provide the opportunity for players to obtain level
certificates in a short time. (Teachers are free to rearrange the content of
the cards in b and c according to the lessons.)
Rules of the game
The purpose of the game is to make words using the
letters that will be collected in the game, and to earn the certificates of
"BEGINNER, ELEMENTARY, PRE-INTERMEDIATE, and INTERMEDIATE" levels.
Obtaining all the level certificates in this game does not necessarily mean
that the player is intermediate level. The first player who earns all the
certificates is the winner of the game. As for the scoring, words between 1-3
letters = 1 points, words between 2-4 letters = 3 points, words between 5
letters = 5 points, words of 6 letters = 7 points, and words between 7 letters
and above = 10 points. There are four levels; beginners level certificate 100
points, elementary level certificate 250 points, pre-intermediate level
certificate 500 points, intermediate level certificate 1000 points.
- Players
begin from the "START" space and advance according to the number
thrown on the dice.
- If the space
which the player lands on is a letter, these letters are collected in order to be used in the next stages of the
game.
- If the
space the player lands on is one of the levels, a card belonging to that level
is picked. If the tasks written on the card are successfully accomplished, the
certificate belonging to that level is earned. If the task is not accomplished
correctly, then the player pays a forfeit by missing a turn.
- If the space
landed on after rolling the dice is "QUIZ”, a card belonging to that space
is picked. If the question written on the card is answered correctly, a card
from the "CARDS 1" pack is picked and saved to be used in the next
stages of the game (on the card there will be a Joker or a consonant or vowel).
If the question written on the card is answered wrongly, a card from the
"CARDS 2" pack is picked and the direction written on the card is
followed (On the card, you will be required to give away one of your consonants
or vowels. If you do not have a vowel, you will have to give two consonants).
- When
each certificate has been obtained, any 3 letters are gained as a BONUS.
- Players
are free to trade the letters they have in any ways they agree with each other.
Benefits of the game
VocaWord is a game that allows learners to practise
the words they have learned while they enjoy themselves. It is a good strategy
game that provides the opportunity to challenge other players and also to learn
new words from each other. VocaWord is a strategy game that is very easy to
play, and which allows teachers to prepare the questions and tasks appropriate
to the course. VocaWord is a game that can be played with persons of different
levels all together. The “luck” factor makes players feel free of failure
anxiety.
Another very significant advantage of the game is that
it can be adapted to any language by simply changing the letters of the
alphabet on the board, which makes the game playable in all languages for all
FL learners both in the classroom and out of it. VocaWord is a game that helps
players learn and memorise words by visually enhancing the process. It helps in
spelling as well, which improves writing skills and minimises spelling errors.
The software version of VocaWord is envisaged as
either a 2D or 3D game with lots of options and attractive scenes. Players will
also have the opportunity to play against the CPU players of the level they
choose. All scores will be shown on a table, and words will be displayed along
with their meanings in the opposite languages. Players will have the
opportunity to complete the first stage of the game and go on to the second
stage, which will be discussed in the “Additional Software” section.
The aim of this paper is to draw attention to the
necessity and efficiency of games in FL teaching and learning. Firstly, some
general aspects of games are discussed by focusing on the promising potential
of the games-computer combination in FL teaching. Secondly, a new criteria
checklist, which was adopted from the evaluative criteria proposed by the
National Foreign Language Resource Center, University of Hawaii at Manoa, and
Chapelle, 2001 (Criteria for CALL task appropriateness) and adapted for easier
use in evaluating CALL systems and more specifically vocabulary learning
software, is to be offered and by using this checklist, VocaWord is evaluated
for its potential. Thirdly, some other games that are widely used in FLT
(Scrabble and Taboo) are compared with VocaWord by using the checklist. Lastly,
suggestions and pedagogical implications are provided, and necessity for
further research is emphasized.
METHOD
Participants
In order to receive an objective view, two
professionals were consulted for help in the evaluation of the games. One of
the consultants held MA in English Language Education and Linguistics, an
academician, and the other consultant was a teacher who was working as a full
time teacher of English at a secondary school. They already knew and used
Scrabble and Taboo in their classes. The scope and rules of VocaWord were
explained to them by the researcher, and critical brainstorming was carried out
about the basic principles of the developed game, which was proposed to offer
more than the other two games. Following that session which took approximately
half an hour, the consultants were asked to take time to think about the
potential of the games, and to take notes related to the strengths and
weaknesses of each game. One day later they were invited back and were given
the checklist which was prepared by the researcher. The notes that they had
written down were collected for further evaluation, and are reviewed in the
discussion.
The consultants were informed to take as long as they
needed to carefully complete the evaluation. They were asked to put a mark in
the boxes which were next to each item of the checklist if they believed the
game comprised and/or included and/or met the criterion stated. They filled
separate checklists for each game. Both participants completed the evaluation
within 15 minutes. The responses of the consultants were analysed and only
mutual ones were regarded as “Yes” response. In other words, if one of the
consultants put a mark in the box for an item and the other consultant didn’t,
then the response was considered as “No”.
The instrument
The instrument of evaluation used in this study was
the checklist which was adapted from the following two lists. The checklist
proposed by National Foreign Language Resource Centre,
The checklist offered in this study is formed of two
parts. The first part (see Appendix 2) is intended to evaluate the general
scope of a game, which might be any kind of software, and the second part (see
Appendix 3) specifically focuses on vocabulary acquisition games. Having this
checklist (the first part) as criterion, the three games mentioned above were
evaluated. As it might be noticed, the first 23 items in the general evaluation
checklist concentrate on the users targeted, the proficiency level that the
game can be applied, the skills that a game contributes to, and the resources
provided as support for players/learners. The last 8 items, however, mostly
focus on to what extent a game meets the qualities of the digital environments.
Since there aren’t many “vocabulary learning” games
developed and used in language classes, and Scrabble and Taboo games are not
actually educational games that aim at vocabulary acquisition, in this study
only Appendix 2 was consulted to check just the “general scope” of the three
games and to make a conclusion about their general value of use. In this sense,
each game was appointed “Yes” or “No” value for all 31 items in the general
scope checklist to determine to what extent the mentioned games meet the
evaluative criteria, and to what extent they comprise the innovations of the
digital age.
FINDINGS
The results related to the evaluation of the three
games that was done by the two consultants with the help of the checklist are
presented in Table 1. As shown in the table, Scrabble received 16 Yes and 15
No, Taboo received 13 Yes and 18 No, and VocaWord was appointed 23 Yes and 8 No
values. Hence, despite its handicaps, VocaWord seems to be a promising game
that can be used by language learners.
Table 1. Evaluation of Scrabble, Taboo, and
VocaWord
|
EVALUATIVE CHECKLIST FOR FLT SOFTWARE |
|||
|
Mark: If comprises and/or includes:
Yes = Y and If does not comprise and/or include: No = N |
|||
|
Intended Users |
Scrabble |
Taboo |
VocaWord |
|
Age |
|
|
|
|
1-
children |
Y |
Y |
Y |
|
2-
teenagers |
Y |
Y |
Y |
|
3-
adults |
Y |
Y |
Y |
|
Proficiency level |
|
|
|
|
4-
beginner |
Y |
N |
Y |
|
5-
intermediate |
Y |
Y |
Y |
|
6-
advanced |
Y |
Y |
Y |
|
Language Learning Scope |
|
|
|
|
Skill |
|
|
|
|
7-
grammar |
N |
Y |
N |
|
8-
reading |
Y |
N |
Y |
|
9-
writing |
Y |
N |
Y |
|
10- listening |
N |
Y |
Y |
|
11-
speaking |
N |
Y |
Y |
|
Acquisition |
|
|
|
|
12-
structure |
N |
Y |
N |
|
13-
vocabulary |
Y |
N |
Y |
|
14-
spelling |
Y |
N |
Y |
|
15-
pronunciation |
N |
Y |
Y |
|
16-
fluency |
N |
Y |
N |
|
Content |
|
|
|
|
17-
authentic |
Y |
Y |
Y |
|
18-
creating reinforcement |
Y |
Y |
Y |
|
Practicality |
|
|
|
|
Supportive resources |
|
|
|
|
19-
dictionary |
N |
N |
Y |
|
20-
visual |
Y |
N |
Y |
|
21-
audio |
N |
N |
Y |
|
22-
video |
N |
N |
N |
|
23-
exercises |
N |
N |
Y |
|
Device Requirement |
|
|
|
|
Hardware |
|
|
|
|
24-
computer |
Y |
N |
Y |
|
25-
CD/DVD ROM |
N |
N |
N |
|
26-
speakers |
N |
N |
Y |
|
27-
microphone |
N |
N |
N |
|
28-
additional hardware |
N |
N |
N |
|
Software |
|
|
|
|
29-
operating system |
Y |
N |
Y |
|
30-
internet connection |
Y |
N |
Y |
|
31-
additional software |
N |
N |
N |
|
Y = YES N = NO |
16Y15N |
13Y18N |
23Y8N |
So, it is possible to conclude that while on the one
hand, developing foreign language learning software that will meet all criteria
of the evaluative checklist would be the most desired approach; on the other
hand it is most possible that VocaWord will meet the specific criteria of the vocabulary games checklist as long as it
is continually improved. Nevertheless, it is a fact that there is much room for
material development in the field of foreign languages.
DISCUSSION
The Potential of the
Proposed Evaluative Checklist and VocaWord as Supportive Materials in FLT
According to the findings, all three games are seen as
beneficial more or less by the consultants. Nonetheless, when “No” answers
appointed for each game be observed (15 for Scrabble, 18 for Taboo, and 8 for
VocaWord), one might notice that the weakness of VocaWord is almost half
compared to other two games. This result may not necessarily claim that the
game can be twice more fun for students, but at least that it deserves trying
it as supportive material in the language classes.
In addition, there is need for more vocabulary
learning software that can be used by language learners. The second part of the
evaluative checklist (Appendix 3) might assist in material development that
specifically focuses on vocabulary. That is to say, good vocabulary learning
software needs to offer a dictionary embedded in the program and/or let
individuals create their own glosses. Also, learners should be able to choose
what type of words to study (e.g. nouns, verbs, adjectives, adverbs). There
should be an option to activate or deactivate some words. For instance,
students might want to study just the first 2000 most frequent words.
Additionally, it would be great if teachers or students had the option to group
words according to specific topic or interest. Besides these, students should
have the chance to turn on different types of activities and exercises.
Students should be able to find the synonyms, antonyms of the words, and listen
to their pronunciation. It would be also very nice if some video and other
visual options be enhanced in the software. So, learners will be exposed to
authentic material with lots of options of their choice. That kind of game for
sure can help learners not only speed their learning but also motivate them to
keep studying.
VocaWord is a promising game which needs to be
improved rapidly. More content regarding all aspects of language learning might
be added, such as reading, writing, and speaking sessions, or testing tools.
The basic limitation of the game is that it primarily focuses on vocabulary
learning which makes it quite a simple design. Nevertheless, the more complex a
game is the harder it is to apply and use. System requirements of a very complex
game are usually very high, and thus, very few people can afford it. For this
reason, designing a couple of small separate games might be better than putting
them all together in a single program.
Additional Software
In addition to VocaWord, VocaPolis will be presented
as a pack where players can continue with the game at a different stage and
dimension. VocaPolis is a program that will enable learners to go beyond just
words and make sentences from the words they have already made in VocaWord. At
this stage they will be given words rather than letters. The cards will be
rearranged so that different aspects of FL like grammar, structure, and so on
will be practised.
As it is stated in this paper, games can provide a
great deal from the beginning to a much higher level, and let learners acquire
foreign languages while enjoying themselves and challenging their own ability
and knowledge, or brain power and memory. Therefore, introducing students to
the alphabet as an initial step and taking them deeper into any foreign
language is possible if more effort and interest are put into the improvement
of materials development in FLT.
Giving the opportunity to people to learn a foreign
language in a relatively easier or less pain-giving way is important, especially
at this age of globalisation. The nations are connected so closely to each
other that learning the languages of other societies is important. However, people
are always in a hurry, having very little time for things outside work.
Therefore, why not give them electronic game toys that they can play while
travelling, eating something, or even when resting in the bathroom, which will
help them learn something new related to a foreign language?
CONCLUSION
Playing games such as VocaWord and VocaPolis might be
time consuming, and the advantages or total gain might be discussed.
Nevertheless, any kind of language training program is open to discussion
regarding its effect. Therefore, the effect and efficiency of game classrooms
might be compared with traditional classrooms, but even if nothing much is
revealed, it is certain that game playing people would be happier.
To sum up, there is more need for empirical data
related to the use and effect of games in FL teaching. Therefore, more games,
both quantitatively and qualitatively, addressing different aspects of language
learning can be developed once it is understood that games are really very
efficient tools.
In this article VocaWord has been presented as a
promising game which can grab the interest of learners, and help them acquire
more words in a shorter time. Nevertheless, there is a need for more efficient
materials development in the FL field. Expanding and improving the current
language web sites, electronic dictionaries, software, and all available online
material may attract attention from larger parties and accelerate learning of
foreign languages. The game production industry might be willing to develop
more beneficial games that would serve different aspects of teaching and
learning.
New methods and techniques in FL education can be hypothesised
with the help of computer programs and extensive software development.
Comprehensive studies can bring interesting, exciting and various ideas that
may take the field to a different level and dimension, which will meet the competitive
features of the age at the stage of both teaching and learning.
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Appendix 1
