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Computer Assisted Language Learning Volume 34, 2021 - Issue 5-6
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Review

Digital game-based vocabulary learning: where are we and where are we going?

Di Zoua Department of English Language Education, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong SARORCID Iconhttps://orcid.org/0000-0001-8435-9739View further author information
ORCID Icon,
Yan Huangb Department of Mathematics and Information Technology, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong SARView further author information
&
Haoran Xieb Department of Mathematics and Information Technology, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong SARCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-0965-3617View further author information
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Pages 751-777 | Published online: 25 Jul 2019

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Joni Tzuchen Tang. (2023) Comparative study of game-based learning on preschoolers’ English vocabulary acquisition in Taiwan. Interactive Learning Environments 31:4, pages 1958-1973.
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Hao-Jan Howard Chen, Hsiao-Ling Hsu & Zhi-Hong Chen. (2023) A study on the effect of adding L1 glosses in the subtitle of an adventure game for vocabulary learning. Interactive Learning Environments 31:4, pages 1889-1905.
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Kuo-Wei Kyle Lai & Hao-Jan Howard Chen. (2023) A comparative study on the effects of a VR and PC visual novel game on vocabulary learning. Computer Assisted Language Learning 36:3, pages 312-345.
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Ali Soyoof, Barry Lee Reynolds, Kan Kan Chan, Wen-Ta Tseng & Kate McLay. (2023) Massive online multiplayer games as an environment for English learning among Iranian EFL students. Computer Assisted Language Learning 0:0, pages 1-44.
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Ruofei Zhang & Di Zou. (2022) A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning. Computer Assisted Language Learning 35:9, pages 2790-2816.
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Ruofei Zhang, Di Zou & Haoran Xie. (2022) Spaced repetition for authentic mobile-assisted word learning: nature, learner perceptions, and factors leading to positive perceptions. Computer Assisted Language Learning 35:9, pages 2593-2626.
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Ruofei Zhang & Di Zou. (2022) Types, features, and effectiveness of technologies in collaborative writing for second language learning. Computer Assisted Language Learning 35:9, pages 2391-2422.
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Yi Song, Jesse R. Sparks & Danielle Guzman-Orth. (2022) Investigating student performance on an assessment tool to support the development of English learners’ argumentation skills. Computer Assisted Language Learning 35:9, pages 2291-2311.
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Amin Rasti-Behbahani & Maryam Shahbazi. (2022) Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge. Computer Assisted Language Learning 35:8, pages 1920-1945.
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Di Zou, Shuqiong Luo, Haoran Xie & Gwo-Jen Hwang. (2022) A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning 35:8, pages 1811-1837.
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Fan Su & Di Zou. (2022) Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications. Computer Assisted Language Learning 35:8, pages 1754-1788.
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Ruofei Zhang & Di Zou. (2022) Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications. Computer Assisted Language Learning 0:0, pages 1-38.
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Ming-Puu Chen, Li-Chun Wang, Di Zou, Shu-Yuan Lin, Haoran Xie & Chin-Chung Tsai. (2022) Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning. Computer Assisted Language Learning 35:3, pages 381-411.
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Qing-Ke Fu, Di Zou, Haoran Xie & Gary Cheng. (2022) A review of AWE feedback: types, learning outcomes, and implications. Computer Assisted Language Learning 0:0, pages 1-43.
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Yingxu Tao & Bin Zou. (2021) Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context. Computer Assisted Language Learning 0:0, pages 1-20.
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