Long-term Effect of Game-Based Instruction on Students’ Achievements in Vocabulary

This quasi-experimental studyintended to compare the long-term effect of game-based instruction on vocabulary achievement among Azari-speaking EFL second-grade junior high school students at Bostan Abad, East Azerbaijan province in Iran. Two intact classes were provided by the same instruction method, namely game-based instruction, there were sixteen persons in one class and fifteen students in another class. They were all male students who attended no English classes in private institutes. To answer the research question, a one way Repeated Measures ANOVA was conducted since each participant was measured on two occasions (posttest and delayed posttest). As the repeated measures ANOVA's result suggests there is no significant effect for time, Wilks' Lambda=0.99, F (1, 30)=0.12,p›0.0005,partial eta squared=0.04. It appears that game-based instruction has a long-term effect and the effect seems durable. It is suggested that educational environments, especially CLT teachers should be aware of the game-based instruction and apply it in their classes

کلیدواژه ها:

game-based instruction