Volume 11, Issue 2 (2020)
LRR 2020, 11(2): 363-388 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
hoseini A, eshkevari A, majidi N. The Effectiveness of Game-Based Laerning on Students' Learning and Motivation in Arabic language. LRR 2020; 11 (2) :363-388
URL: http://lrr.modares.ac.ir/article-14-35979-en.html
URL: http://lrr.modares.ac.ir/article-14-35979-en.html
1- Assistant Professor of Arabic Language and Literature, Kharazmi University, Tehran, Iran . , dr.abd.hoseini@khu.ac.ir
2- Assistant Professor, Department of Arabic Language and Literature, Kharazmi University, Tehran, Iran.
3- M.A. student of Arabic Language and Literature, Kharazmi University, Tehran, Iran.
2- Assistant Professor, Department of Arabic Language and Literature, Kharazmi University, Tehran, Iran.
3- M.A. student of Arabic Language and Literature, Kharazmi University, Tehran, Iran.
Abstract: (3757 Views)
Teaching Arabic through play is one of the best ways to increase students' motivation and learning. The main purpose of this article is to investigate the impact of Arabic educational games on learning and inner and outer motivation of female students in Saveh city. This study was a quasi-experimental study with pre-test and post-test with control group. The statistical population consisted of 210 seventh grade students in two schools in Saveh city, 30 were randomly assigned to the experimental group and 30 to the control group. Data collection tools included the modified Harter Academic Motivation Questionnaire (1981) and a standard researcher-made questionnaire. The game-based training was conducted in four 30-minute sessions. The games were designed electronically and researcher-made to achieve the translational educational goals of some seventh grade Arabic lessons. The scientific evaluation was done by two quantitative tests. Motivation variables were calculated using the modified Harter questionnaire by Likert method. The data were analyzed by SPSS software using independent t-test. The results showed that teaching Arabic through play did not have a significant effect on students' learning and motivation.
Keywords: Game-centered teaching method, Second language teaching, Arabic language, Learning, Motivation.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |