Vocabulary Development Using Asynchronous Games and Activities.


Karaaslan H. , Kılıç N. , Güven Yalçın G. , Güllü A.

CUELT 2017 - Cukurova International ELT Teachers Conference (3rd), Adana, Turkey, 20 - 21 April 2017, pp.62

  • Publication Type: Conference Paper / Summary Text
  • City: Adana
  • Country: Turkey
  • Page Numbers: pp.62

Abstract

Many learners are now quite digitally skilled. However, this does not entail that they know how to learn through digital technologies and that is what educators need to help them with. Therefore, by establishing some kind of an interactive virtual learning platform that connects everyone together in a classroom environment and helping learners become familiar with such media might serve a set of purposes in any educational setting: working in collaboration to learn from others and help others learn, having unlimited access to instructional content and easy online access to instructors and classmates, and planning studies with a consideration of individual needs, expectations, and preferences (pace, timing, location). Today, with the advances in web-based learning technologies, a hybrid teaching methodology has become popular: blended learning. It is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study. Educators in various fields design online materials (games and activities) and utilize them in synchronous (through chat or videoconferencing) or asynchronous (offline via web, email, message boards or forums) ways to suit the convenience of learners and instructors and program demands. In this study on a group of English language learners at a preparatory school, the goal was to enhance students’ vocabulary learning performance by using asynchronous games and activities to teach collocations with a specific focus on their predictability as to the aspects of connotation, animacy and metaphor. The data consisted of the students’ scores on progress check quizzes and the post-activity feedback from the students and teachers. The findings were discussed with respect to the efficiency of incorporating asynchronous learning materials and suggestions were offered for future applications.