Using Vocabulary Games to Increase the Use of Language Learning Strategy

The purpose of this study is to investigate how a 20-hour-vocabulary-game training program affected the participants ’ use of language learning strategies. The participants in the experiment were 46 EFL college students who voluntarily joined the program either from July 14th to 25th or from August 11th to 22nd, 2008, two hours a day. The vocabulary training program adopted three types of games, invented by Chen, M. (2008) in the form of Poker cards, Chinese Chess and Gobang. The three games were consisted of 153 words which, through the games ’ regulations could generate another 454 compound words. After playing the three types of games for approximately 20 hours, the participants were expected to learn 607 words altogether. Oxford’s Strategies Inventory of Language Learning (SILL) was used to find out if the use of learning strategies differed before and after the training program. A vocabulary test written by the authors was employed to investigate the gains of vocabulary size, but its result is not included in this paper. SPSS was used for data analysis. The paired-sample t-test result showed that there were significant differences between pretest and post-test in the use of all strategies, and direct strategies in particular. It is suggested that a further series of researches be conducted with more participants from different groups of learners so that a norm of this designed vocabulary training program can be established. Moreover, the retention rate of the words can be measured again with the same participants so to find out if the games help long-term memory. Finally, studies of comparison between an experiment group and a control group can be conducted for further investigation regarding the result of the three types of vocabulary learning games with those of other vocabulary learning methods. Key words: Language learning strategies, vocabulary learning strategies, educational games