1. Source Material

Alibakhshi, G., Zarei, M. A., Labbafi, A. (2025). Digital video games and Language Learners’ Vocabulary learning, motivation and engagement: Teachers’ perceptions of types and effectiveness. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 26(1), 94-113. DOI:
https://doi.org/10.54855/callej.252616

2. Summary, Review & Reflection

3. Notes

page 1

-> By understanding teachers' perceptions, this study contributes to the pedagogical implications of digital video games in language education and informs future practices in vocabulary instruction.

page 2 (background and review)

-> Furthermore, digital games can provide a safe and low-stress environment for learners to practice their language skills, which can help reduce anxiety and increase motivation (Aghlara andTamjid, 2011; Ashraf, Motlagh, and Salami, 2014; Bakhsh, 2016; Gee, 2018; Wu, Zhang, & Wang, 2020).

-> For instance, Amazon introduced the AWS Cloud Quest Game to help users acquire cloud computing skills in an enjoyable manner (Amazon, 2022).

-> "Consequently, educational video games must be enjoyable to sustain user motivation while providing educational value."

-> If a game fails to be sufficiently entertaining or motivating, user engagement, particularly in unsupervised settings, may decline (Banyte & Gadeikiene, 2015).

-> By building on this existing research, we can better understand the potential of digital games for improving English vocabulary for young language learners and provide practical recommendations for educators.

-> While the study may provide valuable insights into the most suitable games for improving English vocabulary, the reasons certain games are preferred over others may still need to be explored.

-> Future research could focus on understanding the underlying factors that shape teachers' perspectives on game-based learning, such as their beliefs about learning, teaching, and technology, their level of comfort and familiarity with digital games, and their experience and training in using game-based approaches in the classroom (Tsai & Tsai, 2018).

-> Additionally, research could investigate how teachers' perspectives are influenced by contextual factors, such as the availability of technology and resources, the curriculum and learning objectives, and the learners' age,

page 3 (research question)

-> 1. What are the most commonly used online digital video games for English vocabulary learning among young language learners, according to language teachers? Research Question 1*

-> 2. According to language teachers, how effective are these games for improving English vocabulary among young language learners? Research Question 2*

-> 3. What factors influence teachers' selection of online digital video games for English vocabulary learning among young language learners, such as game design, learner preferences, and educational objectives? Research Question 3

-> This study is deeply rooted in Socio-Cultural Theory and Cognitive loading theory.

-> Games provide a platform where learners interact socially, collaborate with peers, and use language for communication and problem-solving (Thompson, 2013).

-> These interactions facilitate vocabulary acquisition as learners negotiate meaning, share knowledge, and co-construct understanding within the virtual worlds of the games.

-> Socio-cultural theory also underscores the concept of the Zone of Proximal Development (ZPD), where learners can engage with language just beyond their current capabilities with the guidance of more knowledgeable others, such as teachers or more experienced players (Schilhab & Esbensen, 2019).

page 5

-> Garris et al. (2002) proposed a research and practice model for using games to enhance motivation and learning.

-> Furthermore, they proposed a model that includes three components: game design, learner characteristics, and learning outcomes.

-> In terms of game design, they highlighted the importance of challenges, interactivity, and feedback.

-> For learner characteristics, they emphasized motivation, self-efficacy, and personality.

-> Finally, they mentioned knowledge acquisition, skill development, and transfer for learning outcomes.

-> In their framework for gamifying educational experiences, they emphasized the importance of game elements such as points, badges, and leaderboards and motivational factors such as autonomy, relatedness, and competence.

page 6 (research design)

-> Specifically, the study aimed to understand how digital games can enhance teachers' motivation, engagement, and vocabulary teaching outcomes.

-> The study included three main components: participants, instruments, and data collection and analysis procedure.

-> A qualitative case study is a research approach that delves deeply into a specific phenomenon, context, or individual case to comprehensively understand its complexities and nuances.

-> Through in-depth exploration and analysis of qualitative data, such as interviews, observations, and documents, a qualitative case study seeks to uncover rich insights and generate contextually relevant knowledge (Cohen et al., 2018).

-> The research utilized semistructured interviews to collect data from language educators.

-> The participants in this study were 12 males (n=5) and females (n=7) EFL teachers who were teaching English at a language school in a non-English speaking country, Tehran, Iran.

-> In terms of age, the distribution spans across three categories: 30-40 years (n = 4), 25-30 years (n = 5), and 30 years and above (n = 3).

-> Regarding teaching experience, participants are segmented into three groups: 5-10 years (n = 4), 10-15 years (n = 6), and 15-20 years (n = 2).

page 7 (research design)

-> It included open-ended questions and prompts designed to elicit teachers' views, experiences, and perceptions regarding the use of digital video games in the language learning context.

-> The researchers selected a sample of teachers who were knowledgeable about language learning and had experience with using digital video games in their teaching.

-> This typically involved the organization of audio recordings, transcriptions, and any field notes taken during the interviews.

-> This plan detailed how the transcribed interviews would be analyzed, coded, and interpreted to identify themes and patterns in teachers' perceptions of the types and effectiveness of digital video games in vocabulary learning.

-> Then, open coding was applied, involving the generation of initial codes that captured key ideas and concepts from the data.

-> These themes were supported by relevant excerpts from the interview transcripts, lending credibility to the findings.

page 8 (Findings)

-> Interviews with the teachers were thematically analyzed, and the thematic analysis of the interviews with EFL teachers revealed that the most commonly used online digital video games for English vocabulary learning among young language learners are interactive, engaging, and have clear learning objectives. Research Question 1

-> “Quizlet is a very effective tool for teaching vocabulary. My students love the flashcards and the games that come with it. They can play individually or as a group, and they get to see their progress in real-time. It's a fun and engaging way for them to learn and practice vocabulary."

-> In summary, the thematic analysis of the interviews with EFL teachers revealed that Quizlet, Kahoot, and Duolingo are the most commonly used online digital video games for English vocabulary learning among young language learners.

-> Thematic analysis of the interviews with EFL teachers on the effectiveness of online digital video games for improving English vocabulary among young language learners showed that digital games are effective in different ways; Research Question 2

page 9 (Findings)

-> Teachers highlighted the importance of timely feedback and progress tracking in online digital video games for vocabulary learning.

-> Teachers mentioned that online digital video games like Duolingo provide a structured approach to learning vocabulary.

-> Teacher 5 also stated, “I find that my students benefit from the structured learning approach of Quizlet. The flashcards and games are organized by themes and categories, which helps them to learn and remember vocabulary more effectively."

page 10 (Findings and Factors)

-> Based on the thematic analysis of the interviews with EFL teachers, several factors influence their selection of online digital video games for English vocabulary learning among young language learners. Research Question 3

-> Games that are interactive, engaging, and have clear learning objectives are more likely to be chosen. Factors: Game Design

-> For instance, teacher 5 stated, "I prefer games that have a clear learning objective, such as improving vocabulary knowledge. I also look for games that are visually appealing and have a user-friendly interface."

-> Teacher 6 also stated, “I look for games that are interactive and engaging, with a variety of learning activities such as flashcards, quizzes, and games. I also consider the quality of the graphics and sound effects."

-> Teachers take into account their students' preferences and interests when selecting online digital video games for vocabulary learning. Factors: Learner Preferences

-> They look for games that are age-appropriate, culturally relevant, and aligned with their students' learning styles and preferences.

-> For instance, "I try to choose games that are culturally relevant and age-appropriate for my students. I also consider their learning styles and preferences, such as whether they prefer visual or auditory learning."

-> "When selecting games for vocabulary learning, I look for games that are effective at reinforcing and expanding vocabulary knowledge. I also consider whether the game is aligned with our learning objectives, such as improving listening or writing skills."

page 11 (Factors)

-> "I look for games that are accessible to all my students, regardless of their access to technology. I want the game to be easily accessible and user-friendly for everyone." Factors: Accessibility

-> Finally, teachers consider the cost of online digital video games when selecting them for vocabulary learning. Factors: Cost

-> They look for games that supplement the curriculum and provide additional opportunities for vocabulary learning. Factors: Alignment with curriculum

-> Teacher 3 also stated, "I prefer games designed specifically for language learning and that align with the vocabulary we're currently studying in class.

-> They look for games that allow them to add their content, such as vocabulary lists or questions, and to adjust the difficulty level to match their students' abilities.

-> They look for games easily integrated into their existing teaching practices and technology infrastructure. Factors: Integration

-> For instance, teacher 12 stated: "I prefer online digital video games that provide opportunities for social interaction and collaboration among students. Games that allow students to work together and learn from each other are more likely to be chosen." Factors: Social Interaction

page 12 Conclusion

-> The structured learning approach offered by platforms like Duolingo was noted for its effectiveness in keeping students focused and motivated, while the variety of learning activities catered to diverse learning styles, ensuring sustained interest and participation.

-> However, it is essential to note that while online digital video games can be an effective tool for English vocabulary learning among young language learners, they should not be seen as a substitute for traditional teaching methods.

-> Moreover, expanding the research to include a more diverse range of learner populations, including different age groups, proficiency levels, and cultural backgrounds, is crucial.

-> In conjunction with this, investigating the impact of teacher training and support on the effective integration of digital games into vocabulary instruction is necessary.

-> Research could focus on how professional development programs for teachers can enhance their ability to select and utilize digital games effectively in their teaching practice.

4. ChatGPT Queries

"Can you find me peer reviewed scholarly journal articles relating to digital gamification and EFL"
https://chatgpt.com/share/68e4b2de-a548-8005-9649-cc5575b30bda