| dc.description.abstract | Vocabulary plays a pivotal role in language acquisition. According to Hunt and Beglar (2005, p.2), vocabulary is at “the heart of language comprehension.” It is widely accepted that an increase in vocabulary enhances the natural acquisition of a second language (e.g., Barcroft, 2016; Ellis, 2003). Therefore, it is imperative that the young learners, especially the English language learners, need vocabulary instruction. Moreover, current literature shows that one of the impressive benefits of digital game-based language learning (DGBLL) and technology-mediated language learning is the potential to help the learners’ vocabulary development (Gee, 2007; Prensky, 2007; Reinhardt, 2018). In this three-article dissertation, the researcher explored the connection among DGBLL, technology-mediated language learning, and vocabulary knowledge development for young English language learners (ELLs). In the first article (chapter 2), the researcher explored the theoretical frameworks, features, and measures of the vocabulary development of young ELLs in DGBLL studies. In the second article (chapter 3), the researcher investigated the vocabulary learning experience of the young ELLs in a DGBLL environment as they built their own games based on their understanding of different non-fiction topics. Finally, in the third article (chapter 4), the researcher investigated the vocabulary learning experience of young ELLs in a technology-enhanced writing intervention. | |
