second draft of research proposal

1. 1
EXPLORING THE EFFECTIVENESS AND PERCEPTIONS OF COMPUTER GAME
BASED IN VOCABULARY LEARNING
CHAPTER 1
INTRODUCTION
1.1 Introduction
Vocabulary enrichment is vital in L2 learning skills. It is basic foundation for students who are
learning a language because a word is a tool that conveys its meaning to our minds (Dewey, 1910).
In line with massive progress in educational technology, a potential instructional design should be
opted to provide a convenient way of vocabulary learning which will act as autonomous learning.
The most important part is to accomplish vocabulary acquisition and sustain the learner’s effort
and motivation. (Nation, 2010). The significance of vocabulary learning is very much contribute
to the language fluency and it has been recognized as the primary steps heading to language
learning process which is tiresome and time consuming. It’s never ending process pose challenging
process at certain stage. The language learning process also depend on the learners and relatively
related to personality factors, learning style, age, sex and cultural background. Hence, vocabulary
learning strategies has fall under learning strategies as a whole.
Vocabulary skills must be developed through any means in order to gain language fluency. Thus,
numbers of studies done concluded that computer assisted vocabulary learning has rather shorter
period of time in comparison with traditional way of learning vocabulary as reported by (Tamjid,
N.H. ,& Moghadam S.S., 2012). Furthermore, learners are especially favor learning vocabulary
independently rather than instructed by another person which expressed in a study from ( Oxford,
R. L., & Scarcella, R. C, 1994).

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Another remark from (Qingzhoa, 2011) assert that learning solely of teacher - centered and without
additional own effort will be seen fruitless in language learning. It can be said that independence
learners from previous literature are significant in language learning. As in (Orhan Kocaman,
Gonca Kizilkaya Cumaoglu, 2014), Computer Assisted Language Learning and Teaching
application (CALLT) is dominant in autonomous learning that gives paradigm shift in fluctuating
insights from teacher centeredness into students’ centeredness. Based on studies by (Zhoa, 2005)
exploring the effect of technology in language learning has stated technology is purposely used in
numerous means to produce an effective language learning settings. It will lead to the growing of
language input and output. In the meantime, exercises provided for vocabulary learning with
immediate feedback are highly motivated drive for learners. Generally, educational software tools
offers wide range of drilling lexical knowledge, essential of grammar and pronunciation as
mentioned by (Seljan,S., Berger, N. & Dovedon, Z , 2004).
Computer games-based technology style can be referred as games-based learning that offer
support, development in teaching, as well as assessment and evaluation. Nowadays, younger
generation of digital natives have grown up in a technologically sophisticated setting which has
led to changes in their approaches and prospects. In the meantime, many of today’s educators are
among pre-digital generation of ‘digital immigrants’. It resulted in the differences between the
former and the latter.
1.2 Background of the study.
The importance of vocabulary learning cannot be shrugged off in order to master the language.
Vocabulary learning is equal to language acquisition. Learners must know what types of
vocabulary learning strategies that suitable and promote greater effect in vocabulary enrichment.
There are various types of computer games offered through the web and each game provides
different scope. Students utilize different strategies in vocabulary learning which depend on their
own preference of learning style. Zhoa(2005) has reported the effects of technology in language
learning which offer various way to create successful language learning settings.

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1.2 Statement of the Problem.
In the process of vocabulary acquisition, lot of words need to be memorized and it somehow
burdens the learners with lower motivation reported by Schmitt (2010). Some learners encounter
problems to memorize words. It is not their capability that being questioned but it is more related
to the methods of how the content being received.
In order to disentangle the issues, computer games are intentionally design to aid the learning
process. It is indeed does help to sustain learners’ efforts and motivation as found in (Nation,
2010).
When learners are motivated, they are enthusiastic, focused and engaged. They become interested
in and enjoy what they are doing, they will try hard, persist over time. Stated through (Rosemary
Garris, Robert Ahlers, James E. Driskell, 2002 ) the primary factors which turn an activity into a
naturally motivating ways are challenge, curiosity, and fantasy.
1.3 Research objectives.
1) The research objectives of this study are
i. To explore the effectiveness of using computer game- based in vocabulary
learning among tertiary students in Malaysia.
ii. To investigate student’s vocabulary learning strategies.
iii. To examine students’ perceptions on using computer game- based for
vocabulary learning.
1.4 Research questions.
The research questions of this study are
i. What are the effects of using computer game- based in vocabulary learning
towards student’s performance?
ii. How does learner of language apply for vocabulary learning?
iii. What are the perceptions of students in using computer game- based in
vocabulary learning?

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1.5 Operational Definition.
The definitions used in this study are as followed.
1.5.1 Computer game
Collin English Dictionary (2003) defined computer game as any various games, recorded on
cassette or disc for use in a home computer, that are played by manipulating a mouse, joystick, or
the keys on the keyboard of a computer in response to the graphics on the screen. According to Ed
Tech Review (2013) it is a type of game play that has defined learning outcomes where it was
designed to set balance between subject matter with gameplay and the skill of the player/ student
to recall and apply said subject matter to the real world. For the purpose of this study, computer
game refer to a methods used to learn vocabulary skill.
1.5.2 Vocabulary learning strategies
Azadeh (2010) mentioned vocabulary learning strategies (VLSs) are steps taken by the language
learners to acquire new English words. (Johnson, 2007), has mentioned vocabulary learning
strategies can be fall into metacognitive, cognitive, memory and activation strategies.
Metacognitive strategies involve selective attention and self-initiation strategies. By guessing
meaning of words, managing dictionary skill and note-taking skills are considered as cognitive
strategies in vocabulary learning. Listing words and repeating the list are examples of rehearsal
strategies. Apart from that rehearsal practices, memory strategies also employ encoding as found
in association, imagery, visual, auditory, semantic, and contextual encoding as well as word
structure (i.e., analyzing a word in terms of prefixes, stems, and suffixes). Meanwhile, activation
strategies involve by which the learners actually use new words in different context. For the
purpose of this study, vocabulary learning strategies refer to methods used among students to
enrich their vocabulary.
1.5.3 Computer Assisted Language Learning (CALL)
(Chapelle, 2001), has come out that computer-assisted language learning (CALL) was the
expression agreed upon at the 1983 TESOL convention. The term is broadly used to discuss in a
context of technology and second language teaching and learning. In this specific context, CALL
have major role in language learning. Computer is regarded as tutor for language drills or skill

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practices, tool for many purposeful activities in writing, presenting, and researching and the most
important role lie in global communication. For the purpose of this study, computer-assisted
language learning (CALL) refers to one of the methods for language acquiring.
1.5.4 Autonomous learning
There are overall definitions for autonomous learning that applied for those who take responsibility
for his/her own learning, able to set goals, choose language learning strategies, monitor their
progress and evaluate his/her successful acquisition as defined by The Language Centre (2015).
The beginning step for supporting language learning autonomy is for the learners to develop
effective strategies in adapting individual learning, while being willing and able to change and
improve those strategies over time, as the language learning progresses. For the purpose of this
study, autonomous learning refers the way students conduct their way of learning with the help of
computer technology.
1.6 Limitation of the study
There are several limitations in this study. Firstly, the respondent of the study are consists of
undergraduate students Mara University of Technology. It only will represent students from this
university and not all tertiary students in Malaysia as a whole. Furthermore, this study also finds
its limitation in availability computers in computer lab. Since only one computer lab is available
for the purpose of data collection. In the meantime the respondents varied in courses and subjects
taken. Therefore, there will be different interpretation of findings.
1.7 Significances of the study.
This section will provide brief descriptions on the various significances study of the strategies and
effectiveness of using computer game based in vocabulary learning. The proposed study will
enable to help the learners identify the effective way in vocabulary learning with the aid of
computer games. All the while, their adopted vocabulary learning strategies will disclose if it is
does offer the effective vocabulary learning. By this study, learners will come up with various

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strategies in improving their learning process and will enable them study independently and less
focus on teacher.

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CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
This study will explore the use of computer games and its effectiveness in vocabulary learning
based on the past research. The objective of this study is also to find out the strategies used among
tertiary students. The perceptions among students on using computer games will be highlighted as
well in this study. Thus, this paper shall look into the strategies used by students in language
learning.
Digital natives perceive that learning is interesting when it is engaging and implying that computer
and video games offer motivation which do not found in another ways. Apart from giving
satisfaction and pleasure, the medium of computer- game based learning provide rules and goals
which resulted in high motivation and structure. Since the medium is acting reciprocally and
versatile, it will reflects in movement of doing action and flow.
2.1 Strategies used in vocabulary learning.
There are various strategies in vocabulary learning adopted by learners. The best methods will
serve them to have better vocabulary retention. Incidental and intentional vocabulary learning
show distinctions in their learning outcome. Incidental learning is the process of learning
something without the intention of doing so. It is also learning one thing while intending to learn
another. (Richards, J, Schmidt, R., 2002). In this context, incidental vocabulary learning stimulate
the learners for extensive reading which in turn influence learner’s ability to guess the meaning of
new words from the contextual clues. It is extensive reading that provide input-rich environment
although at a slow rate. (Coady, J., Huckin, T., 1997). Moreover, as viewed by (Hulstijn,
J.H.,Laufer, B., 2001) the words that learners found in incidental vocabulary learning will be
retained in the long term memory and could be used more widely in different situations.

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Intentional learning as listed by (Ahmad, 2011) which is an intended learning; rely on synonyms,
antonyms, multiple choices, scrambles words of puzzles and new wordlists are less effective. Such
rote learning in memorizing new word list is not through mental process and blindly memorizes
the word without associating through reading text. However, if it were learned through guessing
the meaning while referring to reading in context, it will have more positive effects. Furthermore,
learners also can use bilingual online dictionary which are available on internet. Since, the
advancement in communication technology, users of smart phone can download dictionary
applications in their mobile and can be accessed at all cost.
From a longitudinal experiment, (Cohen, A.D., Aphek, E. , 1981) exposed that learners are merely
memorize the unfamiliar words. Another strategies adapt by learners is note taking written on the
side line of their book page as found by (Ahmed, 1989). From those studies it can be briefly
conclude that learners are prefer to choose for more mechanical means which involve active
operation of information as in imagery, inferencing and keyword methods. Specifically, a research
into vocabulary learning strategies, like forming associations (Cohen and Aphek, 1981) and using
the Keyword Method have been shown to boost retention of target words.
2.2 Student’s perceptions using computer game- based in language learning.
A study by (Liu, 2014) has shown that students were agreed with the view that learning English
using computer and computer software is much more effective and easier. (Ellis, 1994) states that
in language learning, learners have demonstrate their own perception regarding how they can
acquire language learning. The learners are well aware of their own preferences on how they
should govern themselves when it comes to language learning. It will help them to make the
learning process applied efficiently.
This study tries to explore student’s perception on using the computer games in vocabulary
learning when they are exposed to the use of such online vocabulary learning and traditional
methods of word list memorization. It will try to uncover their feelings of achievement and
thoughts after they have been revealed to two methods. In particular, it will record their implicit
anticipatory evaluation. (Ajzen, I. ,Madden,T.J. , 1986). Students regard vocabulary learning using
computer software more convenient. A significant study stated that 80% of the students said using
email in English.

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2.3 Autonomous Learning
Applying computer game based as a method in acquiring language can be considered as
autonomous learning. It will facilitate students with material for self-learning. Nowadays, learners
are prefer to be guided as in facilitator role. They are no longer expecting from teachers to teach
them one by one. In the era of technology, many things can be done with just a fingertips. The
game can be assessed anytime without having to subscribe to particular website. This methods of
learning offer cooperative and independent learning. Thus, (Godwin,Jones, 2011) assert that
learners are highly encouraged to develop and employ meta- cognitive strategies which in turn can
can help learner autonomy with the use of computer technology.. Students can help themselves by
trial and error concept and explore on their own as there is no one will block this type of learning
process. With the advance of technology abundance of sources can be referred to.
2.4 Motivation in language learning.
Generally, motivation as stated by (Dornyei, 2009) is regard by teachers and researchers as one
of the key factors that influence the frequency and success of second/foreign language learning.
It suggests that motivation as an essential elements in providing the readiness of the learning
process. Motivation in learning also offer a situation that stimulate learners to start learning. This
condition can become a driving force in sustaining the long and dreary of learning process. It
should be note that language acquiring can be demanding if Young learners or adult learner must
be equipped with motivation from the early process of learning.
Meanwhile, according to (Nadzrah Abu Bakar, Elaheh Nosratirad, 2013), motivation lead to the
effective learning of vocabulary in any learning environment. From that point also stated that
when learners encounter new words in the game, it might be use outside the game which keep
the learners eager to keep on play the game.
2.4 The effectiveness of using computer games.
With the rapid advancement in technology- incorporated vocabulary learning are specifically
designed to facilitate and make the learning process interesting. Texts, images and video integrated
in multimedia presentation were said to play a vital part in vocabulary acquisition. (Chun D.M. ,
Plass, J.L, 1996). Furthermore computer games are engaging and motivate learners through their

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goals and struggle in learning. (Prensky, 2006). It is proven in a study by (Itayem, 2014) that CALL
samples are prone to achieve well compared to non -CALL samples in educational settings
encompassed primary, secondary, private language school and adult literacy settings. It also
strongly supported by (Glenn Gordon Smith ,, Mimi Li , Jack Drobisz , Ho-Ryong Park , Deoksoon
Kim , 2013) that inference computer- based computer games resulted in better learning of new list
of words in contrast to traditional memorization vocabulary practices which only use hardcopy of
word list.
Perfect designed computer software in vocabulary learning will provide progressive to the learners.
The Lightspan Partnership (Prensky, 2006) rated if students were added a day in a week
specifically for vocabulary learning period, it is hoped that it will demonstrated in higher score.
The study also had shown an increase in vocabulary and language arts 24 and 24 percent
respectively. According to (Shaffer, Squire, Halverson, Gee, 2004), computer games ‘bring
together ways of knowing, ways of doing, ways of being, and ways of caring’. In addition, (Gee,
2003) has identified 36 different learning principles of why games are good for learning. Those
principles include identity (how a game captures and engages a player); interaction (appropriate
and immediate feedback providing additional problems based on player decisions); production
(players seeing the consequences of decisions they make); risk taking (allowing a player to
experience a minimal of real world consequences or no consequences at all); customization
(players are allowed to customize their own desired attributes providing a sense of ownership over
what they are doing)
2.5 Conceptual Framework
This comprehensive conceptual framework is adapted from the theories and works of researchers
in studies and cases of the use of games in vocabulary learning, Sustaining Vocabulary
Acquisition through Computer Game: A Case Study by (Nadzrah Abu Bakar, Elaheh Nosratirad,
2013). Each concept are co related to each other that justify the importance of computer game
based in vocabulary learning. Furthermore, as a fulltime students they are abide by the fact that
they have to give commitment for assignments of every subject. Due to time constraints, it has
impeded for them to learn more frequently. The conceptual framework for this study shown in

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Figure 2.5.1, which illustrate the variables in this study, using computer games in vocabulary
learning.
Figure 2.5.1
Time constraintsAssignments, club
Computer game based
learning
Autonomous learning
Increase motivation
Pre-level Students

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CHAPTER 3
RESEARCH METHODOLOGY
3.0 Introduction
This chapter will explains the research design, the method of data collection, and the population
along with the sample and data analysis. Later on the next chapter, analyzed data will be discussed.
3.1 Research Design
The objectives for designing a study as mentioned by (Burns, N. Grove, S.K., 2001) are to assist
researcher to strategize and to carry out the study in which will ease the researchers to get the
proposed results. Therefore, the chances of getting findings related to the current condition will
increase if the designed study is well- performed. This is study of quantitative approach using
survey research. Purposely, the design used is to measure the effectiveness of computer- game-
based in learning vocabulary among tertiary students in Malaysia, to identify the strategies
employed by students and to investigate student’s perception towards using computer games based
in vocabulary learning. Students of pre- level in University Mara Technology (Uitm) from Shah
Alam will be chosen for the sample.
3.2 Population and Sample
The research population for this study consists of undergraduate students of pre- level from
University Mara Technology (UiTM). Probability sampling technique will be employed in this
study. This technique will serve equal chance for every individual to be selected as sample.
Meanwhile, the method used is simple random sampling. The respondents involve students from
various faculties since they were randomly selected. The sample sizes for this study are 90
respondents.
3.3 Instrumentation

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A set of questionnaire will be the instrument for the data collection in this research study. The
questionnaire is adapted from, (Thomas M. Connolly, Mark Stansfield, Thomas Hainey, 2011) An
alternate reality game for language learning: ARGuing for multilingual motivation. The
questionnaire contains close-ended question and using Likert Scale of five- item scale from
strongly disagree to strongly agree. The researcher will distribute the questionnaire to each of the
respondents. The number of questions in this questionnaire was 32 items which have been divided
into three sections, A, B, and C. The purpose of categorizing into section is to improve and ensure
it smoothly done when it comes to organizing the data later on.
There will be pretest and post-test session of survey. The first session occur before the respondents
go through the computer lab. The time allocated for the first questionnaire is 10 minutes. The
respondents will have to go the lists of games listed on the desktop. Later on, the respondents
choose any games available and start the session for 15 minutes. After the respondent finish with
the game session, another set of questionnaire will be distributed which also require 10 minutes to
complete the questionnaire.
3.4 Data Collection.
Students of Pre- Level from Universiti Teknologi MARA (Shah Alam) are the respondents of this
questionnaire. Briefly, they will be notified about the research objectives and the time needed to
complete the questionnaire is about 15 minutes. To reach the respondents, the researcher will
distribute questionnaire during office hours where they will be available at the campus. The
researcher will observe along the process to make sure that the data are valid and any issues come
up during the session could be attended.

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Descriptions of the Questionnaire
SECTIONS DESCRIPTIONS NUMBER
OF
ITEMS
Section A:
Demographic
Information
Constructed to answer the third research question,
This section focused on the methods used by students
to enrich their vocabulary. By finding the techniques
of improving vocabulary skills, it will highlight
whether computer games is one of the effective
methods in language learning in a case of vocabulary
enrichment.
Item 31 is an open-ended question.
7 items
Section B:
Perceptions of using
computer games for
vocabulary learning
This section consists of several questions are
Meant to answer the second research questions.
These questions will help to find what are their views
and perceptions toward the use of computer game.
This section consisted of a 6 point Likert scale
measuring to what extend do the respondents agree or
disagree of the given statements
12 items
Section C:
The effects of using
computer games
This section trying to answer the first research
question regarding the effectiveness of using
computer games in vocabulary learning.
This section consisted of a 6 point Likert scale
measuring to what extend do the respondents agree or
disagree of the given statements.
9items

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Appendix 1
1. What is your email address?
______________________
2. Are you male or female:
______________________
3. What foreign language are you learning?
Please tick (∕)
Language
English
French
Arabic
German
Spanish
Other (Please specify)
4. What type of learning do you prefer?
Please tick (∕)
Competitive (compete with other
students)
Cooperative (learning with other students)
Individual (learning on your own)
5. Do you think it is important to master vocabulary skills in order to become fluent in the
target language? (English)
Yes
No

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1. Do you allocate time to study vocabulary words?
Yes
No
If yes, state how frequent: daily, weekly, : _____________
2. How do you improve your vocabulary bank?
Watching English movies
Listening English songs
Playing vocabulary game
Subscribing word of the day
Reading magazines/ book

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Appendix 2

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