Mohsen Ebrahimzadeh
Mohsen Ebrahimzadeh has an MA in Teaching English to Speakers of Other Languages and a BA in Translation Studies. He enjoys teaching and researching ways to enhance second language acquisition. He has worked as a researcher, peer reviewer, English language teacher at secondary and tertiary levels, TA, RA, translator, and interpreter. After finishing his MA, he won several highly competitive academic scholarships/awards from Iran's National Elites Foundation including financial aids, employment recommendation in state organizations, and employment as a researcher. His research interests, studies, and publications are focused on game-enhanced language learning, vocabulary learning, transdisciplinarity and interdisciplinarity in computer-assisted language learning, learning analytics, and the use of technology in educational settings.
Supervisors: Supervisor: Dr. Sepideh Alavi, Advisor: Dr. Alireza Ahmadi, and Examiner: Dr. Mahbubeh Saadat
Phone: +989173778522
Supervisors: Supervisor: Dr. Sepideh Alavi, Advisor: Dr. Alireza Ahmadi, and Examiner: Dr. Mahbubeh Saadat
Phone: +989173778522
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Papers by Mohsen Ebrahimzadeh
high school students’ vocabulary learning through a digital video game. Furthermore,
the difference between those who played and those who watched the game was assessed.
Participants of the study were male, high school, EFL students (N = 136, age 12–
18) randomly assigned to two treatments: Players, who were exposed to the vocabulary
through playing a digital video game and Watchers, who watched two classmates play
the same game. After the treatments (one session a week for five weeks), an e-learning
enjoyment scale and a vocabulary posttest were administered. Also, researcher field
notes were written down. Data analysis involved t tests, ANOVAs, and a standard
multiple regression. The results indicated that e-learning enjoyment significantly predicted
the variance in game-enhanced vocabulary learning. There was no significant
difference between Players and Watchers. It is concluded that enjoyment could help
students keep up through the sustained, long-term process of language learning by
motivating them. Also, the findings help identify better suited commercial video games
for educational purposes and design more useful educational video games.
language learning motivation. Participants were 241 male students randomly assigned to one
of the following three treatments: Readers, who intensively read the game’s story; Players,
who played the digital video game; and Watchers, who watched two classmates play the
digital video game. A language learning motivation scale was given to the participants as a
pre- and post-test. Also, field notes were taken. Results indicated a significant language
learning motivation increase over time. Only the Watchers, however, showed significantly
higher motivation than the Readers in the end. Thus, the use of commercial digital video
games can help enhance high school students’ language learning motivation.
high school students’ vocabulary learning through a digital video game. Furthermore,
the difference between those who played and those who watched the game was assessed.
Participants of the study were male, high school, EFL students (N = 136, age 12–
18) randomly assigned to two treatments: Players, who were exposed to the vocabulary
through playing a digital video game and Watchers, who watched two classmates play
the same game. After the treatments (one session a week for five weeks), an e-learning
enjoyment scale and a vocabulary posttest were administered. Also, researcher field
notes were written down. Data analysis involved t tests, ANOVAs, and a standard
multiple regression. The results indicated that e-learning enjoyment significantly predicted
the variance in game-enhanced vocabulary learning. There was no significant
difference between Players and Watchers. It is concluded that enjoyment could help
students keep up through the sustained, long-term process of language learning by
motivating them. Also, the findings help identify better suited commercial video games
for educational purposes and design more useful educational video games.
language learning motivation. Participants were 241 male students randomly assigned to one
of the following three treatments: Readers, who intensively read the game’s story; Players,
who played the digital video game; and Watchers, who watched two classmates play the
digital video game. A language learning motivation scale was given to the participants as a
pre- and post-test. Also, field notes were taken. Results indicated a significant language
learning motivation increase over time. Only the Watchers, however, showed significantly
higher motivation than the Readers in the end. Thus, the use of commercial digital video
games can help enhance high school students’ language learning motivation.