SIMulation Based on Language and Learning (SIMBaLL): The Model (original) (raw)
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Using Simulation in Developing the Learning of English as a Foreign Language
Using Simulation in Developing the Learning of English as a Foreign Language, 2024
Language knowledge requires not only an understanding of its grammar and vocabulary but also the ability to communicate appropriately in an effective communicative setting. One of the activities used to allow students to practice communication skills and gain fluency inside the classroom is simulation. Simulation provides a way of creating a communicative setting in which the student actively becomes a part of the real-world system. In the 2021-2022 academic year, teachers in the academic context were able to add some activities inside the classroom that were difficult to add in online lessons that were conducted for two years. In this study, simulation is used to improve learners" communicative abilities, including presenting facts in a grammatically accurate way to match the language used in the circumstance to create a situation that participants consider reliable. To conduct this study, the researchers used a
The present study delved into a language learning model in the domain of English as a foreign language (EFL), i.e., simulation. The term simulation is used to describe the activity of producing conditions which are similar to real ones. We hypothesized that simulation plays a role in middle school students' perceptions of classroom activities (i.e., interest, challenge, choice, and joy). It was also conjectured that simulation affects foreign language achievement. To do so, the study utilized an experimental design consisting of 51 female participants (25 learners in the control group and 26 students in the experimental group). The results demonstrated the positive role of simulation in students' perceptions of classroom activities and their language achievement. A semi-structured interview was also held at the end of the study with a number of students in experimental group to investigate student's attitudes and emotional reactions towards simulation.
The Journal of Language Teaching and Learning™ , 2018
This paper reports on research that investigated the perceptions of students and teachers regarding the simulation methodology used in a remedial language course at a university in Lebanon. The research aims to understand whether the students from different language backgrounds have different perceptions of the benefits of the simulation methodology on their language learning and in addition explores the teachers’ perceptions of the methodology. Two data gathering instruments were used: a semi- structured interview and a survey. The research population included 8 teachers and 174 students. The findings reveal that a majority of the students, regardless of their language background, perceive positive impact of the simulation methodology on their language learning but cannot or choose not to work independently outside the classroom. Teachers are supporters of the methodology even though there seems to be some concerns about student readiness.
2013
In his book "Visible Learning", Hattie (2009) assigned an effect size of d=0.33 to instructional simulation—i.e., below the d=0.40 hinge point considered to be of relevant practical value for instructional methods. Yet, how might this value be interpreted, in light of studies conversely highlighting the instructional potential of simulation as a teaching and learning method? One way to explore this apparently conflicting evidence is to examine the misconceptions and methodological flaws that are frequently encountered in this research field, which make it difficult to collect a coherent base of evidence on simulation’s instructional effectiveness. Some factors potentially influencing this type of effectiveness are: students’ prior domain-knowledge, degree of cognitive scaffolding, and the “opacity” of the underlying simulation model. Moreover, the nine meta-analyses that Hattie examined, and for which he calculated a d=0.33 effect size, did not differentiate between simulation-using and simulation-building learning scenarios.
Simulations in language teaching
System, 1984
The use of simulation for FLL has grown steadily in the last few years, particularly with the advent of 'communicative methodology'. However, many communicative activities used in FLL and dubbed with the label 'simulation' or 'role-play' bear no more than a passing resemblance to 'proper' (non-FLL-designed) simulations. Jones' book is therefore welcome on at least four accounts. It is the first one that addresses (at any length) the use of simulation in FLL; it deals with 'proper' simulation; it is written for first-time usersfor teachers starting to use the technique; and it is well organized on a chapter-to-chapter basis. The chapters are: 1. Why use simulations ?, 2. Choosing simulations for the language classroom, 3. Preparing for the simulation, 4. The simulation in action, 5. The follow-up, 6. Will the simulation work ?, 7. Assessing the result, 8. Simulations in teacher training. A ready-to-use simulation is included in Appendix A, and a summary of the book's main points is given in Appendix B. Rather than describe each chapter, I shall simply pick out some of the weak points in the book, in no particular order.
Simulation and learning: the role of mental models
"A successful instructional use of simulations at school and in training courses requires a careful consideration of the cognitive mechanisms of learning. The most interesting educational simulations are not so much those which want to be a copy of reality, but those which favour in the student a process of internalization of the simulated model and a process of externalization and comparison of one’s mental models. Model-based education represents a new and promising paradigm in the designing and the didactic use of simulations."
Simulation in second language acquisition: Part 3
Simulation & Gaming, 2007
In this third part of the Symposium on Simulation and Gaming in Second Language Acquisition (SLA) contexts, I have included articles describing the development and incorporation of games for SLA instruction as well as the incorporation of simulations into composition curricula in the United States and in Brazil. Jonnie Hill has been adapting game show formats for English classes for more than a decade. She recently spent more than 3 years in the People's Republic of China, facilitating the use of games with her English as a Foreign Language (EFL) students. In her article she describes how she adapted four different quiz show formats from American TV and how her EFL students in China reacted to these games that she introduced into her speaking/listening classes. Curt Reese and Terri Wells describe a game that they created to teach their English as a Second Language (ESL) students conversation skills: THE CONVERSATION GAME. I first learned about this game at a session that Curt Reese presented at the annual TESOL Convention in Tampa, Florida, in 2006. Armed with a stack of yellow, green, and blue cards that said "I couldn't agree with you more," "In my opinion," and "I hate to disagree, but don't you think…", I participated in a conversation game with others who attended this session. It was fun trying to use all of my cards, and I quickly understood how this game could actually help a reticent student to learn to participate more fully in conversations that were taking place in his or her L2. This issue introduces another game, one that the authors created to help international students negotiate the American university system. The game promotes the acquisition of cross-cultural competence by means of game cards known as culture assimilators. Rebecca Damron and I describe the process of creating these game cards for THE UNIVERSITY GAME. We describe the basic structure of a culture assimilator (including the development of critical incidents, potential responses that explain the misunderstanding outlined in the critical incidents, and evaluations of these responses with explanations and culturally appropriate interpretations). In our description of the creation of authentic culture assimilators, we include examples of initial prompts describing the intercultural misunderstandings and the process of
The Effectiveness of Simulation Based Learning in Today’s Classroom
2015
Methods • Pre/Post Design • Pre and Post class evaluatedtTest simulation • Revied student feedback on their perceptions of the course Our research looks at how e ective simulation based learning currently is in the modern classroom. To answer this question we focused on a group of students in a recent Enhanced Clinical Competency (ECC) course here at the University of Michigan’s School of Nursing. This course was developed to help students improve their skills to help them perform better in their future clinical rotations and simulations. To determine how well each student improved over the course we had each student engage in a test scenario simulation at the beginning and end of the course so we could examine their hands-on skills visually. Then the students engaged in 7 weeks of simulation based learning experiences which were guided by simulation learning theories and debriefed by expert instructors in simulations. Some of the experiences were graded according to a rubric to fur...
This paper describes the design and implementation of the Company Simulation, offered as an experiential, communicative, student-centered and task-based project in the English language course for students of business informatics and e-business at the Belgrade Business School. In Languages for Specific Purposes, simulations are seen as a viable action-based solution to the challenging requirements of new globalized contexts of learning and working. The integrated acquisition of linguistic and subject matter competences and skills via purposeful and meaningful interactions in activities designed to replicate real-world professional tasks has shown to raise students' interest, engagement and investment in their work.