USING VIDEO GAMES IN EFL CLASSROOMSTO ENHANCE STUDENTS’ 21st CENTURY SKILLS (original) (raw)
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Using Video Games in EFL Classroom to Enhance Students' 21st Century Skills
In this digital age, EFL students have been used to using technological media in their daily lives. They have learnt English through video games even before they meet their English teachers for the first time in primary school. By the time they are adults, they have learnt a lot because of video games. Video games are also believed to be able to enhance students’ 21st century skills. EFL teachers need to improvise the teaching and learning activities by inserting video games in their classrooms not only to improve their students’ English ability, but also to enhance the students’ 21st century skills needed for the upcoming Asean Economic Community (AEC) in 2015. From this perspective, this paper is aimed to discuss the integration of video games in EFL classrooms for adults by EFL teachers in institutions, the guidelines regarding the practical use of this technology, and the 21st century skills that can be enhanced through the use of this technology. This paper is useful for EFL teachers to utilise video games for learning and to motivate students.
Playing Online Video Games as a Learning Strategy to Enhance EFL Learners’ Speaking Skill
Milev Journal of Research and Studies
The present article discloses the results of a research that investigated the English Foreign Language (EFL) learners’ use of playing online digital videogames as a learning strategy to enhance their speaking skill. The study fits with the new teaching approach labelled edutainment. The research was quantitative distributing a questionnaire online to Algerian university learners belonging to different departments of English language and literature. Two hundered and ten learners whose level ranges from first year undergraduate to master two participated in the survey. The discussion of the results showed that learners do not play videogames for learning purposes, but they agreed with their positive impact on increasing vocabulary acquisition, enhancing pronunciation, lowering anxiety, and raising motivation which affects their speaking skill positively and unconsciously.
Video Games in the English as a Foreign Language Classroom
The purpose of this study was to investigate potentials of and to identify factors relevant to computer games at the center of a course curriculum. In order to improve the English listening ability of foreign language learners in Taiwan, two types of lessons were developed for America’s Army, a free-for-download FPS military game. The current study compared different factors that contribute to the possible success of lessons that use video games as their core material. A deeper impression of the feasibility of using in-game dialogue for language learning was. Assessment of listening comprehension was conducted in pre- and post-tests. The study shows students feel they can learn English through a course that uses computer games and gives directions for further research. Keywords: EFL, video games, computer games, language learning, ESL Anderson, T. A. F., Reynolds, B. L., Yeh, X.-P., & Huang, G.-Z. (2008). Video Games in the English as a Foreign Language Classroom. Proc. of Digital Games and Intelligent Toys Based Education, 2008 Second IEEE International Conference on (pp. 188-192). Banff: IEEE Conference Proceedings.
2018
Teaching strategies are very important during the educational process. In recognizing that, this study was aimed to discover whether using interactive games can motivate students in learning English and to obtain the students' responses through the implementation of the game. There were 15 students used as participants who study in at the Bumi Sehat Youth Center in Ubud, Bali, Indonesia. The result of the study was examined whether utilizing interactive games, specifically, a game called "Find Someone Who …" would be effective in being able to motivate students in learning English. Further, the study explores the implications of students who gave positive responses through the implementation of interactive games as a teaching and learning strategy.
Investigating the Potential of Online Video Games in Enhancing EFL Learners' Communication Skills
Universal Journal of Educational Research, 2021
The Information Age has paved immense pathways for the emergence of technology, which led to eventually a complete digitalization of our communities. An ideal example of this advent is the continued growth of online video games (OVG) worldwide between youngsters and adults. To this end, our primary purpose was to understand and learn more about the diverse effects of online video games on EFL learners at the extent to which OVGs can be applied, as a new technique in academic settings. To go deeply through this research, we selected age and gender as variables to investigate their influence on EFL learners' communication skills and their intercultural communicative competence in online video games. We used a mixed-methods approach to collect relevant data for the current research study, including an online learners' questionnaire, interviews, and in-game observations. The results revealed that online video games became beneficial and useful for learners of English as a foreign language. They help improve communication skills and intercultural communication skills in educational settings. However, the list of conditions should be checked for learning and communication in online video games.
A Review On Educational Computer Games In Efl Classrooms
DergiPark (Istanbul University), 2017
A wealth of research reported that educational computer games have recently drawn the attention of educators and researchers as they provide effective learning environment in which to motivate students, thanks to their attractive features and entertaining aspect. The game is a well-known concept, which refers the individual to experience simulated real life situations competitively. Educational game is defined as a type of software that permits the students to learn course topics or to develop problem-solving abilities by using game format. In other words, games may be effective tools for promoting learning and facilitating to comprehend complex subject matter. It is widely believed that integration of educational computer games into modern educational system would help to resolve current learning difficulties. A plethora of educational computer games have been developed to help students become engaged in the language teaching. Educational computer games have been introduced to language learners and EFL teachers as an innovative strategy for improving the quality of language instruction. In that sense, this review study aims to explore the impact of use of educational games to language learning and teaching process from different aspects. Afterwards, necessary factors for the employment and implementing of educational games into flow of regular language course are presented. The characteristics and examples of well-designed computer games are defined. In addition, the roles of both teachers are mentioned. Lastly certain major suggestions will be made to raise the use of educational computer games in EFL classroom settings.
Using digital board games for genuine communication in EFL classrooms
EFL learners in Taiwan have a low-level communication ability because many learners are still not provided opportunities to use language for genuine communication in classrooms and receive insufficient language input due to the environment. This study examines the use of digital board game language learning set in a task-collaborative platform, digital learning playground, designed for classroom learning. This study investigates whether communicative skills and intrinsic motivation could be improved by seeing relevant context and receiving adequate practice through gaming. Ninety-six high school Taiwanese students (n = 96), who were randomly assigned to an ordinary instruction group, a board game language-learning group, or a digital board game language-learning group, engaged in a 50-min English class. Analysis of covariance was used for comparing learning performance through a speaking test between the three groups. A modified intrinsic motivation inventory was conducted to assess learners’ perceptions of learning experience and an interview was held for details. The quantitative data presents a higher learning performance for the instruction set at digital learning playground. The qualitative data confirms computerized simulation adapted from board game entails context-relevant immersion, encouraging communication and efficient game instruction management for EFL language learning.
EFL TEACHERS' STRATEGY IN ENHANCING STUDENTS' INTEREST THROUGH TRADITIONAL GAMES
State University of Malang Press, 2017
Abstract: Traditional games have been considered as a part of the learning process in order to engage students’ interest in learning something. However, this strategy has not been thoroughly applied in the teaching of English as a Foreign Language. Consequently, this study aims to explore the advantages of implementing traditional games as a part of learning language activities. This study also aims to investigate ESL students’ motivation in playing the traditional games while learning English. The study used descriptive procedure in exploring and enriching the development of the explanation of this paper. Moreover, this study also explores more about the Traditional Games from Gorontalo as one of the examples of traditional games in Indonesia. There are some kinds of traditional games in Gorontalo, such as, Tenggedi, Koba-koba, Tera, and Kacamata. They were played by children many years ago. But now, no more children play the games. It is because of the advancement of technology in modern era. Therefore, this paper presents the EFL teachers’ strategy in enhancing students’ interest through those kinds of traditional games. Keywords: EFL Teachers’ strategy, Students’ interest, Traditional Games