The Effects of Educational Games on EFL Vocabulary Learning of Early Childhood Students with Learning Disabilities: A Systematic Review and Meta-analysis

https://doi.org/10.32996/ijllt.2021.4.3.18

Authors

  • Amr Mahmoud Abdeldaim Mohamed PhD Candidate Ain Shams University, Egypt; English Language Lecturer, Preparatory Year Program, Northern Borders University, Saudi Arabia
  • Tahany Sabry Kamal Shaaban Assistant Professor of Special Education, Northern Borders University, Saudi Arabia

Keywords:

Educational games, EFL vocabulary learning, Elementary school students with learning disabilities, A systematic review meta-analysis

Abstract

Educational games play an essential role in the life of the new generation. Although there are many criticisms, many studies focus on the importance of educational games in improving EFL vocabulary learning of early childhood students with learning disabilities in the target language. Researchers have begun to research how games are used in class to enhance vocabulary learning. This paper investigates the effects of educational games on EFL vocabulary learning of early childhood students with learning disabilities based on a literature review. Many studies focus on educational games' effect on various aspects of education. This concept paper aims to shed light on some of the benefits of games and the challenges teachers and early childhood children face in using educational games. This paper's results show that games are used not only for the success of early childhood students with learning disabilities in EFL classes but, more importantly, to motivate them and increase cooperation between children. Additionally, the results indicate that there are advantages and disadvantages of using games to learn English vocabulary.

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Published

2021-03-30

How to Cite

Mohamed , A. M. A. ., & Shaaban , T. S. K. . (2021). The Effects of Educational Games on EFL Vocabulary Learning of Early Childhood Students with Learning Disabilities: A Systematic Review and Meta-analysis. International Journal of Linguistics, Literature and Translation, 4(3), 159-167. https://doi.org/10.32996/ijllt.2021.4.3.18