Abstract
The inability of English language learners to recall English concepts is a major challenge faced by teachers. This paper aims to determine the effectiveness of video educational games with a linguistic approach in English language education of the 2nd grade high school students. This is an applied and quasi-experimental study conducted in 2016. For the purpose of this study, we divided the participants into test and control groups and omitted the impacts of covariate (pretest scores measured before execution of any test on the learners). The statistical population consists of 90 students, divided into three groups each consisting of 30 students. Due to the long process of the research, we used availability sampling method in order to minimize the drop in the number of participants. The data was analyzed by SPSS and ANCOVA. The results of this study confirmed that a significant difference exists between English language recalling ability of 2nd grade high school students in test and control groups who are provided with video educational games with and without English language concepts respectively. We concluded that video educational games play an effective role in English language recalling ability of the students. Therefore, it is recommended that video educational games be used for enriching the leisure times of English learners.
Highlights
Reading is one of the most important learning tools in everyday life (Najafi Pazoki, Darzi, Dastjerdi, Saadatishamper and Danapetousi, 2013)
The results of this study confirmed that a significant difference exists between English language recalling ability of 2nd grade high school students in test and control groups who are provided with video educational games with and without English language concepts respectively
The present study aims to determine the difference between English language recalling ability of 2nd grade high school students, divided into test and control groups who were provided with video educational games with and without English language concepts respectively
Summary
Reading is one of the most important learning tools in everyday life (Najafi Pazoki, Darzi, Dastjerdi, Saadatishamper and Danapetousi, 2013). Some students have reading problems despite having a normal intelligence, appropriate educational opportunities, and emotional and psychological health. The weakness in learning skills affects almost all aspects of educational performance of such students (Halahan, Lloyd, Kaufman, Veic, and Martinez, 2005, translated by Alizadeh, Hemmati, Alamdarloo, Rezaei Dehnavi and Shojaei, 2011). Despite the great importance of reading skill in learning process, evidences show that Iranian students suffer from weakness in reading skills (Raghebian, Akhavan, Tafti and Hejazi, 2012). The activity of reading includes complicated cognitive processes which are affected by both vocabulary development and education. Comprehension process is affected by the prior knowledge of individuals (Pourtaherian, Khosravi and Mohammadifar, 2014)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
