vocabulary-learning
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- PaperLanguage Teaching Research1 Jul 2026
Gamified Language Learning: The Impact of Role-Playing Games on Beginner Japanese Acquisition
Yi-Fan Wang, Mei-Hua Hsu, Max Yue-Feng Wang
Examined the effectiveness of Nihongo Quest, a theory-driven role-playing game for beginner Japanese learners, in an eight-week quasi-experimental study. Game-based learning significantly outperformed textbook instruction on vocabulary and grammar gains, and boosted intrinsic motivation while reducing anxiety. The game's design aligned with SLA frameworks (IIO, SDT, WTC, SCT) and integrated multimodal literacy tasks.
Original abstract
This study examined the effectiveness of Nihongo Quest, a theory-driven role-playing game (RPG) developed for beginner learners of Japanese. Sixty undergraduate students participated in an eight-week quasi-experimental study comparing a game-based learning (GBL) condition with a traditional textbook-based condition. Results indicated that participants in the GBL group demonstrated significantly greater gains in vocabulary ( d = 1.45) and grammar ( d = 1.05) than those in the textbook group. In addition, the GBL group reported higher levels of intrinsic motivation ( η ² = .25) and lower levels of language learning anxiety ( η ² = .16). These outcomes are attributed to the game’s systematic alignment with core second language acquisition (SLA) frameworks, including the input–interaction–output (IIO), self-determination theory (SDT), willingness to communicate (WTC), and sociocultural theory (SCT). Through the integration of multimodal literacy tasks, interactive dialogues, and culturally situated scenarios, Nihongo Quest reduced cognitive load while supporting both linguistic and pragmatic development. The findings suggest that theory-informed RPG-based instruction can effectively enhance beginner-level Japanese language acquisition and offer a transferable instructional design model for other complex-script languages, such as Chinese and Korean.
- PaperComputer Assisted Language Learning29 Jun 2026
Keyword captions enhance intentional L2 vocabulary phonological learning and video comprehension: evidence from Japanese learners of Chinese
Xiaomei Su, Taohui Li, Xiaohan Zhen, Ying Huang et al.
A study with Japanese learners of Chinese found that keyword captions improve intentional L2 vocabulary phonological learning and video comprehension.
- PaperELT Journal4 Jun 2026
Engaging adolescent learners in TESOL research
Asier Calzada, Agurtzane Azkarai
Examined EFL high school students acting as co-researchers in a TESOL project, finding they perceived technology integration as enhancing vocabulary learning and motivation. Students found the methodology manageable but struggled with sourcing literature, and expressed hope the project would benefit their future studies.
Original abstract
In the past years there have been calls in language education to engage in more inclusive research practices that also treat research subjects as co-researchers. This article focuses on a group of EFL learners who acted as researchers and developed a TESOL research project as part of their high school education. The present study describes their journey through this process, examining their initial beliefs towards research in TESOL and meaningful learning tasks, alongside their general opinions regarding this project. The findings indicated that these student researchers perceived the integration of technology into pedagogical tasks as a way to enhance EFL vocabulary learning and motivation. They considered the methodological part of the project manageable but reported difficulties in sourcing relevant literature. Overall, they were hopeful that their project would benefit other students and become an asset in their future studies.