The Effect of Computer Game-Based Learning on FL Vocabulary Transferability

Introduction This paper reports on two studies to examine the effectiveness of computer game-based approaches in foreign language learning. A game-based approach follows mainstream foreign language education models that prescribe a "meaning-focused" activity wherein learners apply the target language to perform a task, supported by "form-focused" enabling tasks wherein learners learn and/or practice linguistic form, and followed by a post-activity phase for reflection and knowledge construction (Ellis, 2003). "Game-based" here simply denotes the use of a computer simulation game as the meaning-focused activity. Computer games could theoretically provide several language learning affordances described in the literature on second language acquisition, and a growing body of empirical data on game-based approaches showing improved retention of learned words supports this notion (e.g., Ranalli, 2008). This paper seeks to address two issues with the extant literature. Firstly, studies showing positive impacts on vocabulary acquisition as a result of using games rely heavily on data elicited with contrived vocabulary testing instruments as indicators of word retention, but many SLA researchers consider language data produced spontaneously in communicative acts as a more direct indicator of foreign language ability (Norris & Ortega, 2003). Secondly, simple retention may not be the only benefit of providing these learning affordances. Klimesch's (1994) Connectivity Theory predicts that the same learning affordances that improve performance on recall tests can promote transferability of learned words. It is important to attain evidence that instructional techniques can enhance transferability if the goal of foreign language education is to foster the skills needed to use the language in various communicative contexts. In view of the preceding, the purpose of this paper is to report the results of two studies of vocabulary learning outcomes from EFL lessons employing Energy City, an online simulation game, as core material in the meaning-focused activity. The first study was a quasi-experiment comparing spontaneous usage of targeted vocabulary in a writing task between a group of learners who learned the words in a drill application and subsequently used the words in a game-based lesson, and a group of learners who learned vocabulary with the drill application alone. The second study was a cross-sectional analysis of student work comparing amount of game-based learning with Energy City to spontaneous usage of targeted vocabulary in a separate writing task. Review of literature Vocabulary and game-based language learning affordances Language use The literature suggests that the use of targeted vocabulary in the proactive performance of some type of task improves recall of those words. Output-oriented activities such as writing facilitate word retention more than reading (Marmol, & Sanchez-Lafuente, 2013; Jahangard & Movassagh, 2011), and sentence scramble exercises are more effective than gap-fill (Haratmeh, 2012). Input-oriented tasks also appear to positively influence vocabulary acquisition when learners are required to perform an action based on the meaning of the input (Shintani, 2012). Overall, these studies support the notion that using language in the performance of tasks requires more "depth of processing," proposed by Craik and Lockhart (1972). Deeper processing implies extensive cognitive processing such as that involved in searching and decision making, and is posited to facilitate learning and retention. The proactive role of the player in games could facilitate deep processing of concepts represented by targeted words. Agency is an integral component of games and gameplay (e.g., Gee, 2005; Salen & Zimmerman, 2004). The ability to influence the game system presumably requires players to consider, before taking action, how various factors might influence future game states, and the nature of possible outcomes. …