Influence of Technology-use towards Students’ Vocabulary Skills

Silao, RR

1.0 Introduction

Nowadays, we can easily find children as young as two years old playing with an
electronic devices and gadgets anywhere. Technology such as television, mobile phones and
smart phone application, computers, tablet computers, PSP games and etc. offer entertainment to
most students. These gadgets positively stimulate their senses and imagination. Many believe
that technology helps promote listening ability, learning of sounds and also speaking ability.

Everybody aims to speak like the native speakers. It is a challenge however to become
one as everybody is faced with some difficulties like understanding some vocabularies. The
ability to use language fluently and grammatically correctly is directly related to knowledge of
vocabulary that is built up over time and depends, on exposure to large amounts of language
Barcoft (2004).

Knowing vocabulary of a foreign language is important. Repetition is a big help to retain

the new acquired learning. However, relying on drills as practiced by most educators may not be
an effective way for some. It is very boring and will eventually decrease students’ interests in
learning (Yue, 1991; Deng & Hu, 2007). Thus; teachers should make learning more interesting.

The student’s way of learning changes drastically with the advent of technology. Some
students even prefer home schooling, a way different from the conventional type of learning that
happens in the classroom. Students today are labeled the Google generation, the millennials and
the digital natives. These terms are used to highlight the significance of new technologies within
the lives of young people (Gibbons, 2007).

Learners who acquired numbers of vocabulary are proficient in language skills. New
technologies have been such a defining feature in the lives of younger generations that they
predict a fundamental change in the way young people communicate, socialize, create and learn.
They argue that this shift has profound implications for education (e.g. Prensky, 2001a; Gibbons,
2007; Rainie, 2006 and Underwood, 2007).

The researcher has observed that the grade six students in SJCPB who engaged
themselves in online games possess good grasp of new vocabularies which sometimes unknown
even to teachers. It is also observed that students who are using technologies such as computer,
mobile phones and tablets excel in oral communication compared to students who don’t
oftentimes play with their gadgets. Thus, the researcher wanted to confirm the positive effects of
technology in the student’s vocabulary skills.

2.0 Statement of the Problem

This study aims to determine the influence of technology towards the vocabulary skills of
Grade six students in Saint James College of Padre Burgos in the SY 2015-2016.
3.0 Review of Literature

Description of Today’s Generation as Digital Natives. Prensky defines this younger

generation as the digital natives as they, are all “native speakers” of the digital language of
computers, video games and the Internet” (2001a:1). Digital natives are said to prefer a learning
environment with technology such as computers, iPads and cell phones; online videos and
games; courseware, a variety of search engines; and anything animated, interactive, and musical
(Carlson, 2005; Prensky, 2003, 2004). Digital natives tend to become bored quickly in a
traditional classroom because they expect a high level of interactivity (Johnson, 2012).

The generation born roughly between 1980 and 1994 has been characterized as the
‘digital natives’ (Prensky, 2001a) or the ‘Net generation’ (Tapscott, 1998) because of their
familiarity with and reliance on information and communication technology (ICT). They are
described as living lives immersed in technology, “surrounded by and using computers,
videogames, digital music players, video cams, cell phones, and all the other toys and tools of the
digital age” (Prensky, 2001a, p. 1).

Moreover, social researchers including Howe and Strauss (2000; 2003), labeled this
generation the ‘millennials’, ascribing to them distinct characteristics that set them apart from
previous generations. They offer a positive view of this new generation as optimistic, team-
oriented achievers who are talented with technology, and claim they will be the next ‘great
generation’.

How technology used affect learning. Immersion in this technology-rich culture is said
to influence the skills and interests of digital natives in ways significant for education. It is
asserted, for example, that digital natives learn differently to past generations of students. They
are held to be active experiential learners, proficient in multi-tasking, and dependent on
communications technologies for accessing information and for interacting with others (Frand,
2000; Oblinger & Oblinger, 2005; Prensky, 2001a, 2001b).
How technology affect learning.
James Kulik (1994) used a research technique called meta-analysis to aggregate the
findings from more than 500 individual research studies of computer-based instruction.
Computer-based instruction individualizes the educational process to accommodate the needs,
interests, proclivities, current knowledge, and learning styles of the students. Computer-based
instruction software consists of tutorial, drill and practice, and more recently Integrated Learning
Systems. Kulek drew several conclusions from his 1994 work.

His findings include that on average, students who used computer-based instruction
scored at the 64th percentile on tests of achievement compared to students in the control
conditions without computers who scored at the 50th percentile. Students learn more in less time
when they receive computer-based instruction. Students like their classes more and develop more
positive attitudes when their classes include computer-based instruction.
 The study of Kulik is further supported by Jay Sivin-Kachala (1998) who reviewed 219
research studies from 1990 to 1997 to assess the effect of technology on learning and
achievement across learning domains and all ages of learners. From his analysis of these
individual studies he reported the following consistent patterns that state students in technology
rich environments experienced positive effects on achievement in all major subject areas.

He further said that students in technology rich environments showed increased

achievement in preschool through higher education for both regular and special needs children
and he said that student’s attitudes toward learning and their own self-concept improved
consistently when computers were used for instruction.
Vocabulary skills
Today, many approaches have been introduced to and taken by adult learners
independently to gain more skills in and knowledge of English. The use of a computer as a
learning tool has influenced many adults and, since the past century, it has become an important
factor in learning language (Uberman, 1998).

In this century, research on the potential of digital educational games in enhancing

language learning has increased very fast from year to year. For example, perception towards
learning via online games Muhamad Sabri, Sahrir and Nor Aziah (2011), learning English
vocabulary (Nguyen & Khuat, 2003), games and simulation (Akil, 2007), online vocabulary
learning using games (Mohamad, 2011), language learning using video games (Lee, Cheon &
Key, 2008), and learning with digital games (Whitton, 2010).

Games are considered effective both as motivation tools and as learning environments (de
Freitas, 2006; Kirriemuir & McFarlane, 2004).

Computer games, for example, might be a suitable tool to improve English language as it
provides language learning environment (Mich. et.al, 2004) .This is because, for playing the
games, the users need to know basic English language in order to understand the instructions
(Smith & Mann, 2002) and, later, they will develop their knowledge of English as they play the
games.

Through a well-planned game, learners can practice different English skills, most
importantly vocabulary. Furthermore, computer games can generate motivation and pleasure for
learners as they are loaded with learning materials that learners can attempt (Chee Siang Ang &
Zaphiris, 2006) especially for learning the subjects and content that are most difficult to teach
either they are dull or complicated (Prensky, 2001)

Since adult language learners have limited time and many responsibilities, they have
restricted time to join language classes. Therefore, a self-study tool is needed to help adult
learners (Ausburn, 2004). In this case, computer games might be an appropriate self-study tool as
many of them can be used as learning tools, which might be of interest to young and adult
learners.

In addition, the informal stress-free learning environment provided by the computer game
gives a meaningful learning experience to these adult learners that motivate them to learn
(Stephenson & Rumley, 2005). Learners become more motivated to learn if they know they can
apply the learning input in their daily lives.

The language most used in the anywhere in the world of computer games on the market is
English. Therefore, all game players need to learn English in order to continue playing the games
correctly (Lee, 2008) and the learning will take place unconsciously. The importance of wide
reading in the growth of students’ vocabulary is critical (Nagy and Anderson, 1984).

Vocabulary skills. Vocabulary is generically defined as the knowledge of words and

word meanings. More specifically, we use vocabulary to refer to the kind of words that students
must know to read increasingly demanding text with comprehension (Kamil & Hiebert, 2005).

Given the staggering number of new words that children must add to their vocabularies
each year, it would be impossible to directly teach all of them; Anderson (1996) estimates that it
would require teaching about twenty new words a day each day of the school year! Through
wide independent reading, students come in contact with vocabulary that rarely occurs in spoken
language but that is much more likely to be encountered in printed language.

Cunningham and Stanovich (1998) present evidence that vocabulary used in oral
communication such as television shows or adult conversation is extremely restricted. For
example, prime time television shows have less challenging vocabulary than children’s books,
and college graduates talking with friends and spouses use vocabulary that is less challenging
than that in preschool books!

When a computer game is used as a learning tool, it creates a different learning

environment that is an independent learning (IL) atmosphere. Merriam and Caffarella (1999),
said that many adult learners are self-directed learners, they believe that computer games can
give learners a self-directed and IL environment. Further, “gamification” has widely been
acknowledged in education to engage and motivate learners when used properly in classrooms
(Hammer & Lee, 2011; Muntean, 2011).

Gamification has been shown to engage and motivate learners when used properly in the
classrooms (Hammer & Lee, 2011; Muntean, 2011). Gamification is the application of game
elements in non-gaming situations, that is, to convert useful activities into games (Deterding et
al., 2001). The use of games increases students’ motivation because when faced with a
challenging task, they will become fully engaged.

Gamification has been shown to make education more interesting and engaging. It helps
students to become more motivated towards learning because of the positive feedback they get
from the game which then stimulated them to learn. Gamification could improve students’
attitudes towards language learning and that the appropriate use of gamification can enhance
learning (Sze Lui, nd).

Furthermore, computer games provide learners with the opportunity to practice grammar,
vocabulary and writing, and motivate and encourage learners to interact and communicate in
English. On the other hand, it can be utilized as a conceptual pedagogical model in the L2
learning domain. Learners will be exposed to formal and informal contexts of learning through
the provision of a meaningful context for them to learn vocabulary (Gee, 2005).

Besides, computer games evidently have been proved to be a learning motivational tool
as they provide learners with opportunities to use English vocabulary in authentic activities.
Independent learners (IL) is based on a philosophy developed in the 1970s and early 1980s
(Holec, 1981) as a reaction to the traditional approaches stressing the mechanistic aspects of
learning (Ranabahu & Tamala, 2006) and it has gained enormous application in education in the
late 20th and early 21st centuries.

4.0 Framework of the Study

This study is anchored on the theoretical perspective of Vygotsky (nd) stating that
a learner can best learn if facilitated or supported with technologies that expedite the acquisition
of learning. This directly jives with the concept of zone of proximal development (zpd). ZPD is
the difference between what a learner can do without help and what he or she can do with help.

The concept of the zone of proximal development was originally developed by

Vygotsky to argue against the use of academic, knowledge-based tests as a means to gauge
students' intelligence. Vygotsky said that development is a spontaneous process that is initiated
and completed by the children, stemming from their own efforts. 

The concept of the ZPD is widely used to study children's mental development as it
relates to education. The ZPD concept is seen as scaffolding, a structure of "support points" for
performing an action. Scaffolding (i.e. assistance) is most effective when the support is matched
to the needs of the learner. This puts them in a position to achieve success in an activity that they
would previously not have been able to do alone.
Hypothesis

Technology used influences the student’s vocabulary skills at a very high degree.

5.0 Methodology

Research Design
This research will utilize the descriptive-narrative design, a type of quantitative
methodology approach. Descriptive statistics utilize data collection and analysis techniques. This
research design is used to determine the effects of technology used in the students’ vocabulary
skills.

Locale of the study

The study will be conducted in Saint James College of Padre Burgos using the selected
grade six respondents who oftentimes (play gadgets for 5 or 6 days in a week regardless of the
time spent) play gadgets in a class of 28 students. The school is a private institution located at
Sta. Sofia, P. Burgos, Southern Leyte.

The Population
The school has a total enrolment of 179 pupils from kindergarten to grade 6. The subject
of this study will be the selected grade six students. The identified respondents in grade six are
composed of 08 boys and 08 girls.

The Sample
The target respondents of this study are grade 6 pupils (N=16, Boys= 08, Girls= 08) of
SJCPB, who were enrolled in the school year 2015-2016.

Research Instrument
The researcher will use a questionnaire that will determine the influence of technology
used towards the grade six students’ vocabulary acquisition. Further, the questionnaire has two
parts. The first parts will bear 15 vocabularies used in online games which students have to
define. The second part will include 3 essays about how technology used by them affects their
vocabulary acquisition.

Data Collection Procedure

A letter to the parents and to the principal will be sent for the purpose of asking
permission to administer the research tool to the grade six pupils. Selected students are expected
to come in the classroom to take part of answering the questionnaire. The results to be obtained
will be analyzed using the descriptive-narrative design, a type of quantitative methodology
approach.

Data Analysis Procedure

This study will utilize coding method. Coding method is the process by which verbal data
are converted into variables and categories of variables using numbers, so that the data can be
entered into computers for analysis.
By using the coding method, researchers are able to discover patterns that one cannot see
directly in the massive amount of text when one begin to analyze transcripts (Auerbach &
Silverstein, 2003)

6.0 Results and Discussion

Don Tapscott, in his book Growing Up Digital: The Rise of the Net Generation (1998),
notes that we are entering a new era of digital learning in which we are in the process of
transitioning from "broadcast" learning to "interactive" learning. Technology hence plays a vital
role in most students’ learning.
The result of the data suggests positive influence of technology such as gadgets in their
learning more specifically in their vocabulary acquisition.

In fact, one respondent iterated:

“Gadgets help me in acquiring vocabulary in my phone using Webster dictionary.”

Dictionaries also facilitate English reading comprehension for children (Stanovich &
Cunningham, 1992). E-dictionary use has also been reported to facilitate comprehension and
vocabulary acquisition (Knight, 1994; Koga, 1995), often better than paper dictionaries (Laufer,
2000; Koga, 1995). Furthermore, E-dictionary use has also been found to enhance
comprehension of intermediate readers to equal that of advanced readers (Wang, 2011).
The result found out that gadgets help them acquire and search meaning using the
dictionary in it. This suggests that students no more ask their teachers or anyone to help them
discover the meaning of the word. They are learning using their gadgets. Searching meaning by
themselves is a picture of self-regulated learners.
The students stressed that gadgets allow them to search for words using Google and
gadgets help them listen and acquire new words presented in online videos and games.

One respondent said:

“Gadgets help me imitate the correct pronunciation of the word as I listen to its audio.”

Menz, McNamara, Klemen, and Binkofski (2009), says that imitation “consists of
observation and later reproduction of voluntary actions.” The ideomotor theory is referenced in
a study performed by Aicken, Wilson, Williams, and Mon-Williams (2007). This theory
“suggests that observing someone else perform an action activates an internal motor
representation of that behavior within the observer” (Aicken et al. 2007).
This theory closely correlates with the findings of the Blandin (1999) study. Both state
that observation may result in a learning process or motor representation that closely resembles
the action that is being observed. Both studies indicate that imitation, whether within or out of a
learning environment, may lead to some degree of learning, even without physical practice.
Misspellings normally occur due to typing errors or the lack of knowledge of the correct
spelling. In general a misspelled word can result in a string of characters that either represents: a)
an out-of-dictionary word, i.e. incorrectly spelled word (like “erata” instead of”errata”); or b) a
correct spelling of another word - heterograph (like “too” instead of “two”) Grigonyte &
Hammarberg (2014).
Additionally, gadgets help them acquire more vocabulary and check misspelled
words through vocabulary activities.

Another respondent stressed:

“Gadgets help me spot the misspelled words.”

Use of the computer may be an effective and efficient way of teaching spelling to
students (Yamamoto & Shimizu, 2001; Vedora & Stromer, 2003). Computer methods that
bestow functional writing skills might improve a learner’s ability to communicate in the natural
environment (Graham & Voth, 1990; Horner, Sprague, & Flannery, 1993; Stromer, Mackay,
McVay, & Fowler, 1998).

7.0 Conclusion
This study found out that gadgets such as tablet used by students can be beneficial in
vocabulary acquisition. Also, the result suggests that they are also developing a self-propelled
learning in the English language.

8.0 Curriculum Vitae

Riel R. Silao earned his Bachelor of Secondary Education in the year 2010. He got his
first government teaching assignment at Limasawa National High School as one of the
pioneering teachers in the Senior High School program. He is handling classes in Oral
Communication and English for Special Purposes. Presently, he is finishing his master’s in
Southern Leyte State University- Tomas Oppus majoring English.

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 Influence of Technology-use towards Students’ Vocabulary Skills

______________________________________________________________________________

Dear Respondent:

The researcher is conducting a study titled “Influence of Technology-use towards Students’

Vocabulary Skills” as a partial fulfillment in the subject Methods of Research EDF 602. You are
hereby chosen as one of the respondents as you are observed playing games using gadgets. The
researcher assures you that the data obtain from this questionnaire will be held confidential.

The Researcher
______________________________________________________________________________

A. Directions: Below is a question related to vocabulary acquisition using the gadgets used.
Answer the question in a complete sentence.
1. Enumerate the ways in which gadgets help you in acquiring vocabulary?
1.1
1.2
1.3
1.4
1.5

B. Directions: Below are questions that relate to vocabulary acquisition, tick the parenthesis
accordingly.
1. How often do you play gadgets?
( ) Always (All days throughout the week regardless of the time spent)
( ) Oftentimes (Plays gadgets for 5 or 6 days in a week regardless of the time spent)
( ) Seldom (Plays gadgets for 3 to 4 days in a week)
( ) Never (Doesn’t play gadgets at all)

2. To what extent does gadget help you in vocabulary acquisition or does not help you in
vocabulary acquisition?
( ) Very helpful (Gadgets help them a lot in acquiring, understanding, and using vocabulary)
( ) Helpful (Gadgets help them in acquiring and understanding vocabulary)
( ) A little helpful (Gadgets contributes in acquiring vocabulary)
( ) Not helpful (Gadgets doesn’t contribute in vocabulary acquisition)
II. Demographic Profile
Directions: Provide the following with the appropriate details.

Name: ______________________________ Grade:__________ Sex: _______ GPA:____

Father’s name: ________________________ Mother’s name: _______________________

Occupation: __________________________ Occupation: __________________________

Educational Attainment: ________________ Educational Attainment: ________________

Thank you!!!
 Republic of the Philippines
Southern Leyte State University- Tomas Oppus
San Isidro, Tomas Oppus, Southern Leyte

April 23, 2016

Dear Parent/s:

Greetings!

The undersigned is currently working on a study titled “Influence of Technology-use of

Students towards Vocabulary Skills”. This is in partial fulfillment of the subject requirements in
EDF 602 (Methods of Research).
Thus, the researcher would like to ask permission from you to allow your child take this
evaluation which will be held on ____________________ in Saint James College of Padre
Burgos.
I am hoping for your cooperation. Thank you very much.

Very truly yours,

RIEL R. SILAO

Noted by:

DR. MARVIN DAGUPLO

Adviser

Approved by:

______________________
Parent
 Republic of the Philippines
Southern Leyte State University- Tomas Oppus
San Isidro, Tomas Oppus, Southern Leyte

April 23, 2016

Dear Mr. Maalat:

Greetings!

The undersigned is currently working on a study titled “Influence of Technology-use of

Students towards Vocabulary Skills”. This is in partial fulfillment of the subject requirements in
EDF 602 (Methods of Research).
Thus, the researcher would like to ask permission from you to allow me use the grade six
classroom as the venue of my research evaluation.
I am hoping for your cooperation. Thank you very much.

Very truly yours,

RIEL R. SILAO

Noted by:

DR. MARVIN DAGUPLO

Adviser

Approved by:

MR. CESAR P. MAALAT

Principal, SJCPBSLI