Implementing the online game mobile legends: bang bang to support students’ english vocabulary learning. Discover how Mobile Legends: Bang Bang boosts English vocabulary learning for digital natives. This study reveals enhanced noticing, retrieval, and word generation, improving student engagement and teacher flexibility. Explore its positive impact on language teaching.
This study explores the integration of Mobile Legend Bang-Bang (MLBB) to support vocabulary learning, applying Notion’s (2001) framework of noticing, retrieval, and generation. Most studies focus on how MLBB functions to promote vocabulary outcomes; however; there is a gap in exploring the cognitive processes behind vocabulary acquisition hero quotes from the game. This research seeks to fill that gap by clarifying how hero quotes assist in vocabulary learning. With a qualitative case study design at at a vocational high school in Indonesia, data collected included classroom observations and interviews with thirty-three students and one English teacher. The results indicated that MLBB helps foster vocabulary noticing, remembering, and using words. Furthermore, students were more digitally interested as well as more imaginatively engaged cognitively with the material. Teachers reported improved student participation along with more creative lesson planning, greater digital engagement, and instructional flexibility tailored to learners’ levels. The study concludes that controlled usage of MLBB leads to purposeful vocabulary learning, indicating that game-centered media have positive impacts on language teaching and learning in classrooms designed for digital natives. Practical implementation may include quote-based noticing tasks, retrieval games, expressive production activities, and structured teacher mediation to optimize learning outcomes.
This study presents a timely and highly relevant exploration into the integration of popular digital games, specifically Mobile Legends: Bang Bang (MLBB), as a tool for English vocabulary acquisition among vocational high school students in Indonesia. A key strength lies in its explicit aim to move beyond mere outcome measurement, instead focusing on the underlying cognitive processes of noticing, retrieval, and generation, guided by Notion’s (2001) framework. This approach effectively addresses a noted gap in the literature regarding how game-based hero quotes facilitate vocabulary learning. The abstract highlights positive outcomes, indicating enhanced student engagement, improved vocabulary acquisition across the three cognitive stages, and significant benefits for teachers in terms of lesson planning and instructional flexibility. While the qualitative case study design employing classroom observations and interviews is well-suited to explore in-depth perceptions and experiences, a minor clarification regarding the theoretical framework "Notion's (2001)" would be beneficial, as this reference appears to be a potential typographical error, possibly intended as "Nation's (2001)," a prominent scholar in second language vocabulary acquisition. Assuming this clarification, the application of a structured framework to analyze cognitive processes is commendable. The sample size of thirty-three students and one teacher is appropriate for a qualitative study aiming for rich contextual insights. However, the abstract could briefly elaborate on how the "cognitive processes" were specifically observed and analyzed beyond self-report through interviews, to assure the rigor of this claim. In conclusion, the study offers a valuable contribution to the field of computer-assisted language learning and gamified instruction, demonstrating the tangible benefits of thoughtfully integrated game-centered media for digital natives. The practical implications, including quote-based tasks and structured teacher mediation, provide actionable strategies for educators looking to leverage popular digital platforms effectively. Future research could build upon these findings by replicating the study in diverse educational contexts, exploring the long-term retention of vocabulary, and potentially incorporating mixed-methods to quantitatively assess vocabulary gains alongside qualitative insights. Overall, this research strongly supports the purposeful and controlled use of digital games like MLBB as an impactful pedagogical tool.
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By Sciaria
By Sciaria
By Sciaria
By Sciaria
By Sciaria
By Sciaria