Date
4-2017
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Christopher Clark
Keywords
Academic Vocabulary, English Language Learner, Game-Based Games, Gender
Disciplines
Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology
Recommended Citation
Benoit, Jeanette, "The Effect of Game-Based Learning on Vocabulary Acquisition for Middle School English Language Learners" (2017). Doctoral Dissertations and Projects. 1376.
https://digitalcommons.liberty.edu/doctoral/1376
Abstract
English language learners (ELLs) in America face huge challenges in middle school. Although many ELLs quickly assimilate into the American culture and develop their social language rapidly, they continue to struggle academically. One reason ELLs find themselves behind their native English-speaking peers is their lack of academic vocabulary knowledge. Vocabulary can be learned both implicitly with extensive reading and explicitly with direct and focused instruction. Research has shown that implicit vocabulary learning is not as effective with ELLs and the need for effective explicit learning strategies is apparent. This study revealed no statistically significant difference in academic vocabulary scores when a game-based curriculum was introduced compared to traditional workbook lessons. Because games are popular with adolescents in today’s society, teachers should consider bringing this affinity for gaming into the classroom to increase academic learning and success.
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons
