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dc.contributor.authorCalafato, Raees
dc.contributor.authorClausen, Tobias
dc.date.accessioned2024-03-20T13:10:05Z
dc.date.available2024-03-20T13:10:05Z
dc.date.created2024-03-19T10:40:34Z
dc.date.issued2024
dc.identifier.citationCalafato, R., & Clausen, T. Vocabulary learning strategies in extramural English gaming and their relationship with vocabulary knowledge. Computer Assisted Language Learning, 1-19.en_US
dc.identifier.issn0958-8221
dc.identifier.urihttps://hdl.handle.net/11250/3123417
dc.description.abstractResearch has shown that students learning English as a foreign language can enhance their vocabulary knowledge through exposure to the target language outside of school. However, little is known about whether certain extramural activities have stronger links with vocabulary acquisition than others, and more crucially, the extent to which the vocabulary learning strategies that learners employ during extramural English encounters affect vocabulary learning outcomes. The study reported in this article investigated the relationship between the vocabulary learning strategies employed by 116 students in a Norwegian secondary school when gaming extramurally in English, their gaming frequency, engagement in other EE activities besides gaming, and their receptive and productive English vocabulary knowledge. The findings revealed that inferencing, using language references, and notetaking when gaming statistically significantly correlated with participants’ productive vocabulary knowledge, whereas only inferencing predicted their receptive vocabulary knowledge. Moreover, a negative link was discovered between playing driving games and receptive vocabulary knowledge.en_US
dc.language.isoengen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleVocabulary learning strategies in extramural English gaming and their relationship with vocabulary knowledgeen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2024 The Author(s).en_US
dc.source.pagenumber19en_US
dc.source.journalComputer Assisted Language Learningen_US
dc.identifier.doihttps://doi.org/10.1080/09588221.2024.2328023
dc.identifier.cristin2255665
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal