ToolPak was used to analyze the quantitative data. In order to answer the first
question of the research, which focuses on whether games can help second
language learners memorize and recall words, the mean scores of the test that
was administered to the experimental and control groups were calculated using
the t-Test: Two- Sample Assuming Equal Variances.The second research question
aimed to find out how students view learning through games and so the
experimental group was interviewed and the data were thematically analyzed.

5. Results
and discussions:

5.1. The test:                    

To evaluate
the usefulness of learning vocabulary in second languages through classroom
games, a test was administered to the participants. The results of the analysis
of the test are set out in table 1.

Table 1.t-Test: Two-Sample Assuming Equal Variances

Control Group 

Experimental Group













Pooled Variance



Hypothesized Mean






t Stat



P(T<=t) one-tail   1.701130908 t Critical one-tail   0.037285938 P(T<=t) two-tail   It can be seen from the data in Table 1 that the mean score of the experimental group is 9.2 and the mean score of the control group is 6.47.Clearly, then, the experimental group performed better in the test than the control group did. The observed difference between the mean scores is statistically significant since the p-value which is 0.037 is less than the alpha value at level 0.05. That is to say games were seen to have a significant effect on these second language learners' vocabulary retention. Those results seem to be consistent with those of Taheri (2014) who found that students who learned through games surpassed the other students in the posttest. According to these data, we can infer that games could be an effective technique to aid second language learners in acquiring vocabulary which represents a challenging area in teaching and learning second languages.When students learn new words through games, they can memorize new words fast and easily and thus their memory and ability to recall words get improved. 5.2. The Group Interview: Students of the experimental group were interviewed orally and in Arabic language. The purpose of the interview was to help understand how students have reacted to and viewed games as a learning tool. The themes identified in students' responses are summarized in Table 2. Table 2.Students' points of view on learning vocabulary through games.   * Games create an enjoyable and comfortable learning environment. * Games are challenging. * Games improve vocabulary retention.       The overall responses to the questions were very positive. When students were asked to comment on the class in which they played the games, the majority commented that the class was interesting and that they felt happy. As one interviewee put it: ' When we study and play, the class becomes interesting'.This may suggest that selecting the appropriate teaching methods could be a major factor, if not the only one, causing students to develop positive attitudes towards the classroom environment. This result ties well with the study of Oroujlou and Vahedi(2011),indicating that students' attitude has a significant role to play in second language learning. They believe that the way that students think about and react to the language and learning environment either improves their performance or leads to poor performance in language,resulting in low academic achievement. In the Jordanian context investigated in this study, the students felt more comfortable when games are incorporated into the classroom.For example, one interviewee said: 'their English class is not great because the teacher is always angry". However, students pleasantly participated in playing the games and everything went smoothly. A similar conclusion was reached by Taheri(2014) who found that games improve students' mood and reduce stress, related to classroom.

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