digital games, songs and flashcards and their effects on vocabulary knowledge of iranian preschoolers
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2018
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Abstract
The study aimed to investigate (a) the effect of digital games, songs, and flashcards on
vocabulary knowledge of Iranian EFL preschool learners and (b) the young learners‟ performance
on mid-course tests of vocabulary with different topics. The participants included 350 preschool
female learners in Oshnaviyeh, a town in Western Azarbaijan Province and were divided into three
tablet, song, and traditional groups. Pre and post-tests of vocabulary and four mid-course tests based,
on the learnt vocabularies, were administered during the research. The materials also consisted of a
digital game, 16 songs, a structured student book, a workbook, and 60 flashcards. The analysis of the
data revealed that there was no significant difference in the vocabulary knowledge of preschool
learners who learnt vocabularies via games, songs, and flashcards. The results also showed that there
was a significant difference in the three groups‟ mid-course tests with different topics. The findings
recommend that using different techniques in the classroom considering learners‟ interest and needs
can improve vocabulary knowledge of young learners.
| Reference Key |
taghizadeh2018internationaldigital
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|---|---|
| Authors | ;Mahboubeh Taghizadeh;Shahin Vaezi;Maria Ravan |
| Journal | handbook of heterogeneous catalysis |
| Year | 2018 |
| DOI |
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