This document outlines the structure and contents of a literature review for a study exploring the effectiveness of using computer games for vocabulary learning. It discusses strategies for vocabulary learning, students' perceptions of using computer games, and the effectiveness of computer games compared to traditional memorization methods. The review covers incidental vs intentional learning, students' implicit evaluations of different learning methods, and how multimedia and engagement in computer games can facilitate vocabulary acquisition.

1. Chapter 2
Literature review
2.0 introduction
2.1 strategies in vocabulary learning
2.2 student’s perception of using computer games in vocabulary learning
2.3 its effectiveness for the sake of vocabulary learning
Contents
2.0 introduction ..................................................................................................................................1
2.1 strategies in vocabulary learning ....................................................................................................1
2.2 student’s perception of using computer games in vocabulary learning...............................................1
2.3 its effectiveness for the sake of vocabulary learning ........................................................................1

2. 2.0 Introduction
This study will explore the use of computer games and its effectiveness in vocabulary learning.
The primary objective of this study is to find out the strategies used among tertiary students. The
perceptions among students on using computer games also will be highlighted in this study.
2.1 strategies used in vocabulary learning.
There are various strategies in vocabulary learning adopted by learners. The best methods will
serve them to have better vocabulary retention. Incidental and intentional vocabulary learning
show distinctions in their learning outcome. Incidental learning is the process of learning
something without the intention of doing so. It is also learning one thing while intending to learn
another. (Richards, J, Schmidt, R., 2002). In this context, incidental vocabulary learning
stimulate the learners for extensive reading which in turn influence learner’s ability to guess the
meaning of new words from the contextual clues. It is extensive reading that provide input-rich
environment although at a slow rate. (Coady, J., Huckin, T., 1997). Moreover, as viewed by
(Hulstijn, J.H.,Laufer, B., 2001) the words that learners found in incidental vocabulary learning
will be retained in the long term memory and could be used more widely in different situations.
2.2 Student’s perceptions using computer games in vocabulary learning.
A study by (Liu, 2014) has shown that students were agreed with the view that learning English
using computer and computer software is much more effective and easier. (Ellis, 1994) states
that in language learning, learners have demonstrate their own perception regarding how they
can acquire language learning. The learners are well aware of their own preferences on how they
should govern themselves when it comes to language learning. It will help them to make the
learning process applied efficiently. This study tries to explore student’s perception on using the

3. computer games in vocabulary learning when they are exposed to the use of such online
vocabulary learning and traditional methods of word list memorization. It will try to uncover
their feelings of achievement and thoughts after they have been revealed to two methods. In
particular, it will record their implicit anticipatory evaluation. (Ajzen, I. ,Madden,T.J. , 1986)
2.3 The effectiveness of using computer games.
With the rapid advancement in technology- incorporated vocabulary learning are specifically
designed to facilitate and make the learning process interesting. Texts, images and video
integrated in multimedia presentation were said to play a vital part in vocabulary acquisition.
(Chun D.M. , Plass, J.L, 1996). Furthermore computer games are engaging and motivate learners
through their goals and struggle in learning. (Prensky, 2006). It is proven in a study by (Itayem,
2014) that CALL samples are prone to achieve well compared to non -CALL samples in
educational settings encompassed primary, secondary, private language school and adult literacy
settings. It also strongly supported by (Glenn Gordon Smith ,, Mimi Li , Jack Drobisz , Ho-
Ryong Park , Deoksoon Kim , 2013) that inference computer- based computer games resulted in
better learning of new list of words in contrast to traditional memorization vocabulary practices
which only use hardcopy of word list.
2.4 conceptual frameworks.

4. Bibliography
Ajzen, I. ,Madden,T.J. . (1986). Prediction of goal directed behavior: attitudes, intentions and
percieved beahvorial control. Journal of experimental socialpsychology, 453-474.
Chun D.M. , Plass, J.L. (1996). Effects of Multimedia annotations on vocabulary acquistion. The
Modern Language Journal., 183-198.
Coady, J., Huckin, T. (1997). Second Language vocabulary acqusition: A rationale for
pedagogy. Cambridge: Cambdrige University Press.
Ellis, R. (1994). The study of second language acquisition. UK: Oxford University Press.
Glenn Gordon Smith ,, Mimi Li , Jack Drobisz , Ho-Ryong Park , Deoksoon Kim . (2013). Play
games or study? computer games in e books to learn English vocabulary. Computers and
Education, 283.
Hulstijn, J.H.,Laufer, B. (2001). some empirical evidence for the involvement load hypothesis in
vocabulary acquisition. Language Learning, 539-538.
Itayem, G. (2014). Using the iPad in Language Learning:Perceptions of College Students. 22.
Liu, X. (2014). Student's perceptions of autonomous out -of-class learning through the use of
computers. English Langauge Teaching, 74-82.
Prensky, M. (2006). computer games and learning. 25.
Richards, J, Schmidt, R. (2002). Longman dictionary of language taeching and applied
linguistics. . Malaysia: Pearson Education .