Playing away stress and anxiety: Exploring nondigital game-based vocabulary learning

Ida Grace Abraham; Sneha Mishra

doi:10.31893/multirev.2024081

Keywords:

Anxiety

Stress

Survival vocabulary

Game-Based Language Learning

Tribal students

Abstract

Anxiety and stress are the chief factors that handicap tribal learners’ cognition when learning the English language. Learners of English as a second language experience anxiety and stress for several reasons. The study showed that the greater the stress and anxiety were, the less motivation the students had toward learning the English language. The present study intends to mitigate the anxiety and stress of upper primary tribal students through nondigital game-based language learning in the classroom. The sampling method employed in this research was convenient. A questionnaire, pretest, intervention (nondisciplinary game-based language learning), posttest and feedback were used to collect the data. The data were collected from middle school tribal students (n = 100). The collected data were analysed through paired t tests in SPSS, and the results revealed that tribal learners’ performance improved after the intervention. The results highlighted the vocabulary progress achieved by the experimental group through game-based learning. The study concludes with limitations and implications for future research.
References
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3. Beck, I.L., McKeown, M.G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.
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6. Chall, J. S. (1983). Literacy: Trends and explanations. Educational Researcher, 12(9), 3-8.
7. Dolati, R., & Richards, C. (2010). Harnessing the Use of Visual Learning Aids in the English Language Classroom. Arab World English Journal, 2(1), pp. 3-17.
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13. Joppe, M. (2000). The Research Process. Retrieved February 25, 1998.
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15. Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward. Cambridge, MA: The Education Arcade.
16. Kralova, Z., &Petrova, G. (2017). Causes and consequences of foreign language anxiety. XLinguae Journal, 10(3).
17. Licorish, S. A., George, J. L., Owen, H. E., & Daniel, B. (2017, December). Go Kahoot!” enriching classroom engagement, motivation and learning experience with games. In Proceedings of the 25th international conference on computers in education (pp. 755-764). Asia‐Pacific Society for Computers in Education.
18. MacIntyre, P., and Gregersen, T. (2012). “Affect: the role of language anxiety and other emotions in language learning.” in Psychology for Language Learning, eds S. Mercer, S. Ryan, and M. Williams, (London:Palgrave Macmillan), 103–118. doi:10.1057/9781137032829_8
19. Maclntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety in language learning: A review of the literature. Language Learning, 41, 85-117.
20. Nation, P. (2015). Principles guiding vocabulary learning through extensive reading.
21. Naser Oteir, I., & Nijr Al-Otaibi, A. (2019). Foreign language anxiety: A systematic review. Arab World English Journal (AWEJ) Volume, 10.
22. Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158.
23. Seven, M. A. (2020). Motivation in Language Learning and Teaching. African Educational Research Journal, 8.
24. Spielberger, C. D. (1983). Manual for the State-Trait Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.
25. Webster, J., Trevino, L. K., & Ryan, L. (1993). The dimensionality and correlates of flow in human-computer interactions. Computers in human behavior, 9(4), 411-426.
26. White, K., & McCoy, L. P. (2019). Effects of game-based learning on attitude and achievement in elementary mathematics. Networks: An Online Journal for Teacher Research, 21(1), 1-17.
27. Williams, K. (1991). Anxiety and formal second/foreign language learning. RELC journal, 22(2), 19- 28.
28. Worde, R. (1998). An investigation of students' perspectives on foreign language anxiety. Unpublished doctoral dissertation, George Mason University, Fairfax, Virginia.
29. Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en education, 1(1).

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Abraham, I. G., & Mishra, S. (2024). Playing away stress and anxiety: Exploring nondigital game-based vocabulary learning. Multidisciplinary Reviews, 7(5), 2024081. https://doi.org/10.31893/multirev.2024081

[1] Ali, B. J., & Anwar, G. (2021). Anxiety and Foreign Language Learning: Analysis of students’ anxiety towards foreign language learning. International Journal of English Literature and Social Sciences, 6(3), 234-244.

[2] Alrabai, F. (2014). A model of foreign language anxiety in the Saudi EFL context. Engl. Lang. Teac. 82-101.

[3] Beck, I.L., McKeown, M.G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.

[4] Brown, J.D. & Robson, G & Rosenkjar, P.R. (2001). Personality, motivation, anxiety, strategies, and language proficiency of Japanese students. Motivation and Second Language Acquisition. 15(1), 361-398.

[5] Cattell, R. B., & Scheier, I. H. (1963). Handbook for the !PAT Anxiety Scale (2nd ed.). Champaign, IL: Institute for Personality and Ability Testing.

[6] Chall, J. S. (1983). Literacy: Trends and explanations. Educational Researcher, 12(9), 3-8.

[7] Dolati, R., & Richards, C. (2010). Harnessing the Use of Visual Learning Aids in the English Language Classroom. Arab World English Journal, 2(1), pp. 3-17.

[8] Edgar, T. W., & Manz, D. O. (2017). Research methods for cyber security. Syngress.

[9] Hilgard, E. R., Atkinson, R. C. & Atkinson, R. L. (1983). Introduction to psychology (8th ed.). New York: Harcourt.

[10] Horwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126.

[11] Horwitz, E. K., & Young, D. (1991). Language anxiety. From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.

[12] Horwitz, E. K., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(1), 125 – 132.

[13] Joppe, M. (2000). The Research Process. Retrieved February 25, 1998.

[14] Khoii, R., & Sharififar, S. (2013). Memorization versus semantic mapping in L2 vocabulary acquisition. ELT Journal: English Language Teachers Journal, 67(2), 199.

[15] Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward. Cambridge, MA: The Education Arcade.

[16] Kralova, Z., &Petrova, G. (2017). Causes and consequences of foreign language anxiety. XLinguae Journal, 10(3).

[17] Licorish, S. A., George, J. L., Owen, H. E., & Daniel, B. (2017, December). Go Kahoot!” enriching classroom engagement, motivation and learning experience with games. In Proceedings of the 25th international conference on computers in education (pp. 755-764). Asia‐Pacific Society for Computers in Education.

[18] MacIntyre, P., and Gregersen, T. (2012). “Affect: the role of language anxiety and other emotions in language learning.” in Psychology for Language Learning, eds S. Mercer, S. Ryan, and M. Williams, (London:Palgrave Macmillan), 103–118. doi:10.1057/9781137032829_8

[19] Maclntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety in language learning: A review of the literature. Language Learning, 41, 85-117.

[20] Nation, P. (2015). Principles guiding vocabulary learning through extensive reading.

[21] Naser Oteir, I., & Nijr Al-Otaibi, A. (2019). Foreign language anxiety: A systematic review. Arab World English Journal (AWEJ) Volume, 10.

[22] Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158.

[23] Seven, M. A. (2020). Motivation in Language Learning and Teaching. African Educational Research Journal, 8.

[24] Spielberger, C. D. (1983). Manual for the State-Trait Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.

[25] Webster, J., Trevino, L. K., & Ryan, L. (1993). The dimensionality and correlates of flow in human-computer interactions. Computers in human behavior, 9(4), 411-426.

[26] White, K., & McCoy, L. P. (2019). Effects of game-based learning on attitude and achievement in elementary mathematics. Networks: An Online Journal for Teacher Research, 21(1), 1-17.

[27] Williams, K. (1991). Anxiety and formal second/foreign language learning. RELC journal, 22(2), 19- 28.

[28] Worde, R. (1998). An investigation of students' perspectives on foreign language anxiety. Unpublished doctoral dissertation, George Mason University, Fairfax, Virginia.

[29] Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en education, 1(1).

Abstract

References

How to cite