A study on the effect of adding L1 glosses in the subtitle of an adventure game for vocabulary learning

ABSTRACT

Vocabulary learning is vital for second language development, and the use of technology has greatly changed how second language vocabulary can be acquired. Some adventure video games were found to be beneficial for vocabulary learning. These games offer engaging plots, rich input, and immersive learning context. Despite these advantages, many games often include difficult vocabulary items and fleeting subtitles. Researchers have suggested that games can be modified to provide a more supportive environment. The purpose of the present study aimed to examine the effect of an adventure game and the game plus L1 keyword glosses on second vocabulary acquisition. Two classes were recruited and took a pre-test, post-test, and two-week delayed post-test and filled out a survey. The results indicated that the control group (i.e. game only) has significantly improved, suggesting that the gaming context alone can assist the incidental vocabulary learning. The experimental group (i.e. game with L1 glosses in the subtitles) significantly performed better in the post-test and delayed post-test. The findings indicated that L1 glosses helped to enhance noticing and to learn new words. It was clear that adventure games have great potentials for vocabulary learning, and additional lexical supports in gaming can further enhance vocabulary learning.

KEYWORDS:

• Digital game-based learning
• L1 glosses
• vocabulary learning
• adventure games
• learners’ perception

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This paper was supported by the MOST (Ministry of Science and Technology) (Project No. 104-2511-S-003-024-MY3) and the “Chinese Language and Technology Center” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education(MOE) in Taiwan.

Notes on contributors

Hao-Jan Howard Chen

Howard Hao-Jan Chen obtained his PhD degree from the University of Pennsylvania. Prof. Chen’s research interests include computer-assisted language learning, corpus linguistics, second language acquisition and vocabulary acquisition.

Hsiao-Ling Hsu

Hsiao-Ling Hsu is currently an assistant professor in the Institute of Applied English at National Taiwan Ocean University. Her research interests are computer assisted language learning and corpus linguistics.

Zhi-Hong Chen

Zhi-Hong Chen is in the Graduate Institute of Information and Computer Education at National Taiwan Normal University. His research interests are game-based learning, technology-enhanced language learning, and human–computer interaction.