Students’ Reflections on Vocabulary Learning through Synchronous and Asynchronous Games and Activities

Many learners are now quite digitally skilled. However, this does not entail that they know how to learn through digital technologies. Therefore, establishing an interactive virtual learning platform that connects everyone together in a classroom environment and helping learners become familiar with...

Full description

Saved in:
Bibliographic Details
Published in:The Turkish online journal of distance education TOJDE 2018-07, Vol.19 (3), p.53
Main Authors: KARAASLAN, Hatice, KILIC, Nurseven, GUVEN-YALCIN, Gamze, GULLU, Abdulkadir
Format: Article
Language:English
Subjects:
Asynchronous Communication
Blended Learning
College Second Language Programs
Computer Games
Educational Games
English (Second Language)
Foreign Countries
Learning Activities
Learning Experience
Questionnaires
Reflection
Second Language Instruction
Student Surveys
Synchronous Communication
Teaching Methods
Vocabulary Development
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Many learners are now quite digitally skilled. However, this does not entail that they know how to learn through digital technologies. Therefore, establishing 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. Today, with the advances in web-based learning technologies, a hybrid teaching methodology has become widespread: blended learning. It is a term used to describe the way e-learning is being combined with traditional classroom methods and independent study. Educators design online materials and utilize them in synchronous or asynchronous ways to suit the convenience of learners and instructors and program demands. In this study with a group of intermediate-level English language learners at the School of Foreign Languages of an English-medium state university, the goal was to enhance students' vocabulary learning performance by using synchronous and asynchronous games and activities that will activate and maintain intrinsic motivation in an effort to teach parts of speech and collocations over a period of eight weeks. The data consisted of a survey of students' reflections on their vocabulary learning experiences through digital games and activities. The findings were discussed with respect to the efficiency of incorporating synchronous and asynchronous learning materials.
ISSN:1302-6488
1302-6488
DOI:10.17718/tojde.444640