Assessing the Effects of Gamification on Developing EFL Learners’ Idiomatic Knowledge: Do Attitudinal Factors Contribute to the Learning of the Idioms with the Game?

<table class="table-group" id="tab2"><tr><td><table class="table"><tr><td class="thead-hr" colspan="9"><hr/></td></tr><tr class="thead"><td class="align_left" colspan="2"></td><td class="align_center" colspan="2">Levene’s test for equality of variances</td><td class="align_center" colspan="5"><span class="nowrap"><svg height="8.02022pt" id="M15" style="vertical-align:-0.2063999pt" version="1.1" viewbox="-0.0498162 -7.81382 4.54925 8.02022" width="4.54925pt" xmlns="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink"><g transform="matrix(.013,0,0,-0.013,0,0)"><path d="M324 430H196L233 583L223 592L145 529L120 430H54L29 396L31 388H111L56 126C33 15 54 -12 77 -12C137 -12 214 57 250 95L233 119C208 92 155 59 138 59C126 59 120 70 131 125L186 390L298 394L324 430Z"></path></g></svg>-</span>test for equality of means</td></tr><tr class="thead"><td class="align_left" colspan="2"></td><td class="align_center">F</td><td class="align_center">Sig.</td><td class="align_center">T</td><td class="align_center">Df</td><td class="align_center">Sig. (2-tailed)</td><td class="align_center">Mean difference</td><td class="align_center">Std. error difference</td></tr><tr><td class="thead-hr" colspan="9"><hr/></td></tr><tr><td class="align_center" rowspan="2">Scores</td><td class="align_center">Equal variances assumed</td><td class="align_center">.13</td><td class="align_center">.71</td><td class="align_center">-.46</td><td class="align_center">48</td><td class="align_center">.64</td><td class="align_center">-.32</td><td class="align_center">.68</td></tr><tr><td class="align_center">Equal variances not assumed</td><td class="align_left"></td><td class="align_left"></td><td class="align_center">-.46</td><td class="align_center">47.58</td><td class="align_center">.64</td><td class="align_center">-.32</td><td class="align_center">.68</td></tr><tr class="table-tr"><td colspan="9"><hr class="tbody-hr"/></td></tr></table></td></tr></table>

<div>Inferential statistics of the idiom pretests.</div>

Education Research International

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Table 2

Table 2: Assessing the Effects of Gamification on Developing EFL Learners’ Idiomatic Knowledge: Do Attitudinal Factors Contribute to the Learning of the Idioms with the Game? 

Table 2 | Assessing the Effects of Gamification on Developing EFL Learners’ Idiomatic Knowledge: Do Attitudinal Factors Contribute to the Learning of the Idioms with the Game? 