You click and hold the move button. A study on Incidental L2-Vocabulary Learning whilst playing video games
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The goal of the study was to investigate if there were any advantages acquiring verbs from playing video games instead of watching them. The theoretical framework suggested that supplementary input from elsewhere is needed in order to explain how second language learners learn English. However, theories also state the importance of awareness when it comes to supplementary L2-input. Therefore, a presentation and discussion surrounding awareness is included. Furthermore, the ideas surrounding embodied language and how it affects language processing are discussed. 40 children with a mean age of 12.2 were given a vocabulary assessment task, before either playing or watching a recorded video game. A post-test of their vocabulary was then initiated right after the gameplay session. The results showed no conclusive evidence to support the notion that playing produces better results when it comes to vocabulary retention, as opposed to watching. Contrary to the theoretical framework, the study also found no evidence to suggest that captioning was beneficial for vocabulary learning. The only significant result was the general increase in vocabulary in the participant group as a whole with a positive increase of 7.1 %. This study presents thoughts surrounding the results, other small findings. In addition, considerations regarding the lack of significant results, and a presentation of possible improvements to the test, that in turn could have caused the study to yield better results.