Bibliographic Details
| Title: |
Teaching Italian Vocabulary to Arabic Speaking Children Based on Total Physical Response and Game-Based Learning Approaches. |
| Authors: |
Faouri, Dua, Zibin, Aseel, Altakhaineh, Abdel Rahman Mitib |
| Source: |
European Journal of Applied Linguistics; May2025, Vol. 13 Issue 1, p252-278, 27p |
| Subject Terms: |
ITALIAN language, ARAB students, TUTORS & tutoring, SECOND language acquisition, STUDENT engagement, EXPERIENTIAL learning, GAMIFICATION, QUANTITATIVE research |
| Abstract (English): |
The study examines the effectiveness of Total Physical Response (TPR) and Game Based Learning (GBL) compared to traditional instruction in teaching Italian vocabulary to Arabic-speaking EFL children, learners of Italian as a third language, based on Krashen's Affective Filter Hypothesis (AFH). The study follows a quantitative quasi-experimental comparative design with pre- and post-tests including twenty-four Italian words that refer to twelve body parts and twelve related actions for a period of six weeks. Vocabulary knowledge was assessed based on four criteria: pronunciation, listening, contextual knowledge, and interrelatedness. The findings showed that the differences between the participants' answers on the post-test in the two experimental groups (i. e., TPR and GBL) and the control group were statistically significant in favor of the former. It was found that GBL and TPR foster an engaging and enjoyable learning environment, which is believed to enhance motivation and decrease foreign language anxiety. Although the control group did not employ specific strategies to lower the affective filter, they still demonstrated significant improvement from the pre-test to the post-test. This improvement suggests that factors such as general motivation and a positive learning environment can positively influence learning outcomes. However, the differences between the participants' answers on the posttest in the two experimental groups were not statistically significant. It was argued that AFH cannot be used to explain the differences and unique effectiveness of teaching approaches when compared to each other. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
Résumé: L'étude examine l'efficacité de la Réponse Physique Totale (TPR) et de l'Apprentissage par le Jeu (GBL) par rapport à l'enseignement traditionnel dans l'apprentissage du vocabulaire italien auprès d'enfants arabophones EFL, apprenant l'italien comme troisième langue, en se basant sur l'hypothèse du filtre affectif (AFH) de Krashen. L'étude suit un modèle comparatif quasi expérimental quantitatif avec des pré-tests et des post-tests incluant vingt-quatre mots italiens qui se réfèrent à douze parties du corps et douze actions connexes pendant une période de six semaines. La connaissance du vocabulaire a été évaluée sur la base de quatre critères : la prononciation, l'écoute, la connaissance contextuelle et l'interrelation. Les résultats ont montré que les différences entre les réponses des participants au post-test dans les deux groupes expérimentaux (c'est-à-dire TPR et GBL) et le groupe témoin étaient statistiquement significatives en faveur des premiers. Il a été constaté que le GBL et le TPR favorisent un environnement d'apprentissage engageant et agréable, ce qui est censé améliorer la motivation et diminuer l'anxiété liée aux langues étrangères. Bien que le groupe témoin n'ait pas employé de stratégies spécifiques pour abaisser le filtre affectif, il a tout de même démontré une amélioration significative entre le pré-test et le post-test. Cette amélioration suggère que des facteurs tels que la motivation générale et un environnement d'apprentissage positif peuvent influencer positivement les résultats de l'apprentissage. Cependant, les différences entre les réponses des participants au post-test dans les deux groupes expérimentaux n'étaient pas statistiquement significatives. Il a été avancé que l'AFH ne peut pas être utilisée pour expliquer les différences et l'efficacité unique des approches pédagogiques lorsqu'elles sont comparées entre elles. [ABSTRACT FROM AUTHOR] |
| Abstract (Italian): |
Sintesi: Lo studio esamina l'efficacia della Total Physical Response (TPR) e del Game-Based Learning (GBL) rispetto all'istruzione tradizionale nell'insegnamento del vocabolario italiano a bambini arabofoni apprendenti di inglese come lingua straniera (EFL), studenti di italiano come terza lingua, basandosi sull'ipotesi del filtro affettivo (AFH) di Krashen. È stato adottato un disegno quasi-sperimentale di tipo quantitativo con pre-test e post-test, che ha previsto l'insegnamento di ventiquattro parole italiane relative a dodici parti del corpo e a dodici azioni correlate, nell'arco di sei settimane. La conoscenza del vocabolario è stata valutata secondo quattro criteri: pronuncia, comprensione orale, conoscenza contestuale e interrelazione. I risultati hanno mostrato differenze statisticamente significative tra le prestazioni dei partecipanti al post-test nei due gruppi sperimentali (TPR e GBL) e quelle del gruppo di controllo, a favore dei primi. È emerso che GBL e TPR favoriscono un ambiente di apprendimento coinvolgente e piacevole, in grado di accrescere la motivazione e ridurre l'ansia legata all'acquisizione di lingue straniere. Sebbene il gruppo di controllo non abbia adottato strategie specifiche per abbassare il filtro affettivo, esso ha comunque evidenziato un miglioramento significativo tra pre-test e post-test. Tale miglioramento suggerisce che fattori quali la motivazione generale e un contesto di apprendimento positivo possono incidere positivamente sui risultati. Tuttavia, le differenze tra i due gruppi sperimentali al post-test non sono risultate statisticamente significative. Si conclude pertanto che l'AFH non possa essere considerata sufficiente a spiegare le differenze né l'efficacia specifica degli approcci didattici quando messi a confronto. [ABSTRACT FROM AUTHOR] |
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