MPPZ1323 - CALL 21 MAY 2021

CRITICAL REVIEW
Wan Nur Amirah Binti Md Salzihan (MPP201064)
Pavitradevi A/P Ganesan (MPP201065)
Hemavathi A/P Shanmugam (MPP201069)
Overview
Wan Nur Amirah Binti Md Salzihan
The Impact of Computer Assisted vs Game-based Collaborative
Language Learning (CALL) On Vocabulary Learning in Blended
Improving Intermediate EFL and Distance L2 Learning
Learners’ Vocabulary Learning
By Akbar Bahari (2021)
By Fatemeh Enayati & Abbas Pourhosein
Gilakjani (2020)
Context of Research
Impact of CALL on Vocabulary Learning

Tell Me More (TMM) Software
vs
● 850 hours learning content
● 4500 exercises
● 37 types of activities in 6 categories
○ Lesson, Cultural, Vocabulary,
Grammar, Oral & Written
Workshops
Focus on Form (FonF) Model
Using Game-Based Collaborative Vocabulary
Learning (GBCVL)
● Vocabulary games, quizzes and video
games both individually and
collaboratively
 Literature Review
1. The Effects of Using the Multimedia Computer Program on
Vocabulary Acquisition and Retention. (Getkham, 2005)
● Multimedia computer software & printed texts
○ Help improve students’ vocabulary.
● Multimedia computer software
○ Helps students to remember the words for a longer
term.
2. The Utilization of ICT in the Teaching and Learning of English:
‘Tell Me More.’ (Yunus et. al., 2010)
● ●
Studies proved that using Tell Me More (TMM) software
can improve ESL students’ English proficiency.
1. Foundations of Game-based Learning. (Plass, Homer & Kinzer, 2015)
● Benefits of Using Game-based Collaborative Vocabulary
Learning (GBCVL)
○ Gives significant impact on learners’ motivation by
creating motivating learning environment.
○ Develops learners’ socio-cultural interaction and
engagement.
2. FonF Practice Model from Theory to Practice: CALL via Focus on Form
Approach and Nonlinear Dynamic Motivation to Develop Listening and
Speaking Proficiency (Bahari, 2019)
Benefits of Using FonF Practice Model
○ Provides an interactive-collaborative CALL environments
with a focus on form, meaning, and communication.
○ Helps learners develop listening-speaking skills.
○ Minimises cognitive load.
 Participants

● 90 intermediate female EFL learners ● 95 intermediate EFL learners

● Aged between 13 to 17 ● 63 female and 32 male
● Studied English for 3 to 4 years ● Average age of 18 years
● Control group ● Control group
○ 30 students vs ○ 11 female + 9 male
● Experimental group ● Experimental group
○ 31 students ○ 38 female + 17 male
 Methodology

● The researchers taught the students of both ● Control group

groups for 12 sessions. Each session lasted ○ Received no intervention
90 minutes, three times a week. ○ Observed the ordinary schedule of the
classroom

● Control group
○ Received no intervention
vs ● Experimental group
○ Received 60x45 minute intervention
sessions with the FonF model that uses
● Experimental group vocabulary-focused game
○ Received TMM Software intervention ○ Their motivation is evaluated based on 2
levels of self-assessment reports
 Methodology

● Participants underwent Preliminary ● Participants underwent vocabulary levels

English Test (PET) and Teacher Made and Word Associates Test for 30 minutes
Vocabulary Test during pre-test and post- during pre-test and post-test stage.
test stage (MCQ questions on
vocabulary). vs
 Findings

● There was a significant difference ● Experimental group outperformed the

between learners’ performances in the control group.
experimental and control groups. ● Those who had received the administered
treatment held a positive opinion on its
vs effectiveness for collaborative game-
based vocabulary learning.
● Female participants showed more
positive attitude towards the
effectiveness of the intervention than male
participants.
 Discussion

Impact of TMM to ESL learners: Impact of GBCVL under the FonF practice
model to ESL learners:
● Helps learners develop and use words in
different contexts. ● Ensures sustainable learning for L2
● Incorporates fun element in vocabulary vs ●
learners.
learning. Caters for a variety of motivational
factors.
Implication to ESL teachers:

● Provides more interactive and student-

centered approach to teach vocabulary.
 Can CALL Intervention Improve Vocabulary Learning?
“CALL intervention particularly the use of multimedia
education software promotes positive impact on learners’
vocabulary learning.”
(Lauc, Matić, & Mikelić, 2007)
“The presence of computer technologies cannot facilitate
language learning in general and vocabulary learning in
particular. Enough training periods should be provided for
teachers to know how, when, and where to use these
technologies in teaching language skills.”
(Enayati & Gilakjani, 2020)
“Vocabulary instruction through digital games can
significantly improve EFL learners’ vocabulary learning
and retention.”
(Jafari & Chalak, 2016; Girgin, 2011; Horst, Cobb, and
Nicolae, 2005; Kabilan et al., 2010)
“The adoption of digital games in vocabulary learning proved
to be ineffective as it is considered as a distractive factor.”
(Aryadoust & Lashkary, 2009: Ostovar- Namaghi & Malekpur,
2015)
Strength
&
Weakness

Pavitradevi A/P Ganesan

 Game-based collaborative
vocabulary learning in blended and
distance L2 learning
The FonF practice model
 Strength
● improving user perceptions
● more engagement and motivation for learning
● enhancing self-satisfaction and self-efficacy
● enables teachers to address the nonlinearity and dynamicity of motivational factors
● enables the learner to balance subject matter with gameplay and retain and apply it to the real world.
● affordances to develop vocabulary acquisition
● facilitates cognitive embodiment by involving motor engagement and focusing on gestural
congruity via mimicking the body movements in the games under the study.
 Weakness
● The concept of moving away from group-oriented practice models as the goal of the study and the concept of
nonlinearity and dynamicity of learning and learner might seem contradictory taken together.

● effectiveness of the game based learning for developing vocabulary size and depth under the FonF practice
model, it is necessary to approach collaboration and L2 motivation in future game-oriented research again to
ensure reliability.

● teachers should recruit the wide range of affordances and tools available in the CALL context to cater for the
nonlinear and dynamic motivational factors in every member of the learner group.
The Impact of Computer Assisted
Language Learning (CALL) On
Improving Intermediate EFL
Learners’ Vocabulary Learning
Tell Me More (TEM)
 Strength
● facilitates conveying thoughts on the part of the learner
● to bridge the gap between active and passive vocabulary knowledge
● improving learning performance and motivation
● makes it possible for learners to respond to the questions with answers not available in
the provided learning materials
● creating a motivating learning environment with higher learning outcomes
● improving learners’ self-regulation
 Weakness

● learners’ gradual loss of interest

● The problem is of interest only to a particular, localized groups
EVALUATION
&
CONCLUSION

HEMAVATHI A/P SHANMUGAM

 EVALUATION
RESEARCH 1 RESEARCH 2

The Impact of Computer Assisted Game-based collaborative

Language Learning (CALL) On
Improving Intermediate EFL Learners’ vs vocabulary learning in

Vocabulary Learning blended and distance L2 learning

 EVALUATION
RESEARCH 1 RESEARCH 2

- 1) How satisfied is the research and how it was tested?
Satisfied with few drawbacks.
TMM (Tell me more) on targeted group (Iranian learners).
vs
- 1) How satisfied is the research and how it was
tested?
Satisfied with few drawbacks.
FonF (Focus on Form) Practical Model using GBCVL
(Games Based Collaborative Vocabulary Learning on
targeted group (Iranian learners).
 EVALUATION
RESEARCH 1 RESEARCH 2

- 2) Did the research produce intended outcomes? - 2) Did the research produce intended outcomes?

Yes. Yes.

Vocabulary learning. Vocabulary learning.

Enable learners to develop and use words in different

vs Enable learners to gain motivation through learning
contexts. environment

Better way to learn and retain words.

Avoid bored classroom - fun

Interactive and student -centered

 EVALUATION
RESEARCH 1 RESEARCH 2

- 3) What were the unintended outcomes? - 3) What were the unintended outcomes?

Learners lost interest in long run. Moving away from the group-oriented process

It only managed to captured interest of certain learners. Teachers - recruit the wide range of affordances and

vs tools available in the CALL context - to cater for the

nonlinear and dynamic motivational factors
 EVALUATION
RESEARCH 1 RESEARCH 2

- 4) Has the research increased the knowledge of - 4) Has the research increased the knowledge of
participants? How? participants?

Yes. Yes.

pre-test and post-test through t-test. vs pre-test and post-test

performances of experimental against control groups. Participants were aware of the positive impact of the
effectiveness.
.
Female were more interested than male.
 EVALUATION
RESEARCH 1 RESEARCH 2

- 5) Were the participants learnt L2 before the

- 5) Were the participants llearnt L2 before the research started?
research started?
Intermediate EFL students

vs
They studied English for 3 to 4 years prior to the
research.
 EVALUATION
RESEARCH 1
- 6) Do participants have L2 skills after the research?
Experimental learners improved their vocabulary
significantly through CALL instruction.
had better performance in the post-test
vs
RESEARCH 2
- 6) Do participants have L2 skills after the research?
Experimental learners improved their vocabulary
significantly through CALL instruction.
had positive attitude on the effectiveness
Female showed more interest compared to male
 EVALUATION
RESEARCH 1 RESEARCH 2

- 7) Is the knowledge of participants better compared to - 7) Is the knowledge of participants better compared

those who did not participate? to those who did not participate?

Yes. Yes.

vs
Higher mean values in the post-test for experimental Higher mean values in the post-test for experimental
group compared control group group compared control group

. Female participants showed higher interest

The findings revealed that TMM software had a significant Male participants showed lower interest
effect on Iranian EFL learners’ vocabulary learning.
 CONCLUSION
RESEARCH 1 RESEARCH 2
- Experimental learners improved their vocabulary - Significant relationship between playing vocabulary
significantly through CALL instruction. games and developing vocabulary size and

depth.
- CALL Learners had better performance in the post-test.
- CALL approach using GBCVL benefits towards
vocabulary learning goals
- CALL produced better results in vocabulary learning than
traditional method
vs
- catering for nonlinear and dynamic motivational factors

- Student-centered classes are more productive due

interactive teaching environments.
- at the individual learner level was the main pedagogical
implication of the present study.
 RECOMMENDATION
RESEARCH 1
- computer technologies alone - cannot facilitate language
learning and vocabulary learning.
- Enough training periods for teachers ( to know how,
when, and where to use these technologies).
- more student-centered classes
vs
- more interactive teaching environments.
RESEARCH 2
- dynamicity and nonlinearity of L2 motivation should not
be imposed on whole group of learners.
- teachers to recruit the affordances and tools in the
CALL context - to cater for the nonlinear and dynamic
motivational on learners
- Elaborate individual differences in game-based
learning, will move the research trend towards more
pragmatic learner-related issues.
- collaboration and motivation in future game-oriented
research to ensure reliability.
- L2 motivation to be given priority
- FonF practice model for other L2 learning-teaching
purposes (e.g., listening and speaking skill
development) in CALL and semi-CALL contexts (see
Bahari, 2020a).