The Effect of Using a Mobile Game-Based Application on Iranian EFL Learners’ Pronunciation: Exploring their Motivational Perception

Document Type : Original Article

Authors

Department of English, Faculty of Letters and Humanities, Shahrekord University, Shahrekord, Iran

Abstract

Mobile applications have emerged as promising tools contributing to second/foreign language (L2/FL) learning. This study examined the effect of playing Spaceteam ESL, a game-based mobile application, on FL (English) pronunciation, which is less explored in L2 education. It also explored motivational perceptions of FL learners regarding the game as an effective pedagogical tool. To these ends, 40 female English as foreign language (EFL) students at low-intermediate level from 2 high school classes in Iran participated in the study after taking a placement test. They were assigned into 2 groups: experimental and control groups. In order to measure their pronunciation ability regarding some target English sounds, a researcher-made pronunciation test was administered to the participants as a pretest. The experimental group used the game, in addition to other activities, in the class for 10 weeks; the control group was involved with non-gaming activities. At the end of the treatment, the pronunciation test was given as a posttest. To explore the EFL students’ perception of the game-playing, the students in the experimental group were interviewed. The result of t-tests revealed that the experimental group obtained better outcomes than the control group in the pronunciation. The analysis of the semi-structured interview data revealed the students’ positive attitude in playing the Spaceteam ESL game and their high motivation for using such games. The findings provide implications and suggestions for students, teachers, and course designers in L2 pedagogy.

Keywords

References

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Interdisciplinary Studies in English Language Teaching
Volume 01, Issue 01 - Serial Number 1
January 2023
Pages 175-190

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History

  • Receive Date: 21 March 2023
  • Revise Date: 24 May 2021
  • Accept Date: 06 August 2023
  • First Publish Date: 06 August 2023
  • Publish Date: 06 September 2023

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