Effectiveness of Taboo Word Game on Augmenting Business Vocabulary Competency Through Reflective Action Research
Year: 2024
Type: article
Study design: Clinical Trial
Abstract: Teaching vocabulary in English as a Second Language contexts sparks ongoing debate, especially regarding whether to employ explicit methods or rely on implicit approaches like providing meanings and examples. One of the promising solution is language games, offering students a non-traditional and engaging way to apply their language skills. This study investigates the effectiveness of the Taboo Word Game as a tool in enhancing the business vocabulary of 23 private college students in Malaysia. It is significant because not only does it leverage an engaging, interactive approach to language learning, but it also encourages students to think creatively and expand their lexical range. The data were collected using Action Research via pre-post tests, students’ reflective journals, and researchers’ reflections, analyzing quantitative and qualitative findings. Results show that the Taboo Word Game significantly improves students’ vocabulary competence. Students’ reflections on the other hand, revealed several key themes, including Taboo Word Game’s positive impact on vocabulary acquisition, its promotion of collaborative learning, the enjoyment it brings to the learning process, and the development of English communication skills. The implication for vocabulary instruction, even at the college level, is clear. Incorporating games into the curriculum is an excellent way to meet student’s educational needs while also catering to their preferences. This study underscores the potential of language games like the Taboo Word Game as a valuable tool in English as a Second Language, making learning more engaging and effective.
Source: Arab World English Journal
Authors: Aizan Yaacob, Mathevan Narayanan, Mohammad Yousef Alsaraireh, Yulianeta Yulianeta, Haniza MdHussin, Ina Suryani
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4405218775