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This paper evaluates the effectiveness of video educational games using a linguistic approach in English language education for second-grade high school students. A 2016 applied quasi-experimental design assigns 90 students into test and control groups across three groups of 30. Data are analyzed with SPSS and ANCOVA. 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This paper aims to determine the effectiveness of video educational games with a linguistic approach in English language education of the 2nd grade high school students. This is an applied and quasi-experimental study conducted in 2016. For the purpose of this study, we divided the participants into test and control groups and omitted the impacts of covariate (pretest scores measured before execution of any test on the learners) . The statistical population consists of 90 students, divided into three groups each consisting of 30 students. Due to the long process of the research, we used availability sampling method in order to minimize the drop in the number of participants. The data was analyzed by SPSS and ANCOVA. The results of this study confirmed that a significant difference exists between English language recalling ability of 2nd grade high school students in test and control groups who are provided with video educational games with and without English language concepts respectively. We concluded that video educational games play an effective role in English language recalling ability of the students. Therefore, it is recommended that video educational games be used for enriching the leisure times of English learners. |\n| Article history\u003Cbr>Received: December 09, 2017\u003Cbr>Accepted: February 18, 2018\u003Cbr>Published: April 30, 2018\u003Cbr>Volume: 9 Issue: 2\u003Cbr>Advance access: March 2018 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Education,\u003Cbr>Video Educational Games, Computer Games,\u003Cbr>Language,\u003Cbr>Students |  |\n\nINTRODUCTION  \nReading is one of the most important learning tools in everyday life (Najafi Pazoki, Darzi, Dastjerdi, Saadatishamper and Danapetousi, 2013) . Reading skill is an essential requisite for acquiring knowledge in primary school and forms the basis for future educational achievements (Karami, Abbasi and Zakiei, 2013; Abdi and Mohammadi, 2013) . However, some students have reading problems despite having a normal intelligence, appropriate educational opportunities, and emotional and psychological health. The weakness in learning skills affects almost all aspects of educational performance of such students (Halahan, Lloyd, Kaufman, Veic, and Martinez, 2005, translated by Alizadeh, Hemmati, Alamdarloo, Rezaei Dehnavi and Shojaei, 2011) . Despite the great importance of reading skill in learning process, evidences show that Iranian students suffer from weakness in reading skills (Raghebian, Akhavan, Tafti and Hejazi, 2012) .  \nReading is founded on decoding and the ultimate goal of reading skill is comprehension. Reading skill plays a significant role in the educational progress of students (Ghobari Bonab, Afrooz, Hassanzadeh, Bakhshi and Pirzadi, 2012) . The activity of reading includes complicated cognitive  \nprocesses which are affected by both vocabulary development and education. Moreover, comprehension process is affected by the prior knowledge of individuals (Pourtaherian, Khosravi and Mohammadifar, 2014) .  \nIn order to read a text efficiently, not only students should read the text accurately but also they should use comprehension strategies (Halahan et al., 2005) and extract the meaning of the words, sentences and texts by creating a mental image of the contents (Aarnoutse & Van Leeuwe, 2000) . Despite the great importance of comprehension in learning process, however, students ","cbCaivcWrE1nRjpC","https://ap.wps.com/l/cbCaivcWrE1nRjpC","pdf",301820,"English","# Abstract\n# Introduction\n## Reading as a learning tool\n## Comprehension, strategies, and prior knowledge\n## Technology-enabled multimedia learning and games\n# Methods and analysis (from article abstract)\n## Quasi-experimental design and sampling\n## Groups, SPSS and ANCOVA\n# Results and conclusion (from article abstract)\n## Significant differences in recall ability\n## Recommendation for enriching leisure time","[{\"question\":\"What problem does the study address in English learning?\",\"answer\":\"The study addresses learners’ inability to recall English concepts, which is a key challenge faced by teachers.\"},{\"question\":\"How was the effectiveness of video educational games tested?\",\"answer\":\"An applied quasi-experimental study was conducted in 2016, dividing 90 students into test and control groups across three groups of 30 and analyzing results with SPSS and ANCOVA.\"},{\"question\":\"What were the main findings?\",\"answer\":\"The results confirmed a significant difference in English language recalling ability between students provided with video educational games and those provided without English language concepts.\"}]","Study on the Role of Video Educational Games with a Linguistic Approach in English Language Education of the 2nd Grade High School Students | PDF",15]