Oyun temelli öğrenimin sözlük edinme üzerine etkisi

Numerous studies have been conducted demonstrating the value of game-based vocabulary learning; however, a majority of them have examined digital games. This study endeavors to investigate the effects of three non-digital vocabulary card games on EFL students' vocabulary learning and explore students' and teachers' perspectives of these games at the English preparation school program of a Turkish public university. In order to see the effects of the game-based learning activities on the vocabulary learning of Turkish prep school students, a quasi-experimental mixed-methods research design was implemented. First, a pilot study was carried out during the 2018-2019 spring semester with students at the intermediate proficiency level. In the following semester, the research design was applied to intermediate students pursuing language-related majors. There was an experimental (n = 53) and a control group (n = 55) where the experimental group played three English games adapted by the researcher during their main course lessons. Data was collected via participant pre- and post-tests, a participant questionnaire, and interviews with the instructors who administered the games. There was a significant difference in the scores for the experimental (M=3.96, SD=4.719) and the control (M=.58, SD=2.671) groups; t (106)=4.603, p=.000. The experimental treatment resulted in a higher increase of vocabulary size. The results of the study showed that this game-play has a positive effect on vocabulary acquisition with students in the target demographic, and both instructors and students had a largely positive perspective of these games. Keywords: EPI, Game-based learning, Gamification, LANG