Journal articles: 'Games for language learning'

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Newcombe, Jonathan, and Billy Brick. "Blending Video Games Into Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 4 (2017): 75–89. http://dx.doi.org/10.4018/ijcallt.2017100106.

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Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

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Crawford-Lange, Linda M., Andrew Wright, David Betteridge, and Michael Buckby. "Games for Language Learning." Modern Language Journal 69, no. 2 (1985): 165. http://dx.doi.org/10.2307/326510.

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Murray, Jack. "Learning the Language of Games." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2014 (January 1, 2014): 115–18. http://dx.doi.org/10.33178/boolean.2014.22.

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When people ask me what I do for a living I give my answer in phases. I start with the vague, though technically accurate, answer that I am a PhD student. When this invariably leaves my questioner unsatisfied the second question follows swiftly: “Well what are you studying?” again I will dissemble and answer that I study literature. This answer satisfies many and I breathe a sigh of relief, but for some this is still too vague. When pressed on what kind of literature I offer up my last line of defence and answer that the specific object of my research is video games. For those who have already pursued the question this far, it is of course unthinkable that they not pursue it further, especially after so sudden and unexpected a twist. Broken and defeated, I am left with no other choice than to answer their questions in detail ...

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Warner, Chantelle, Diane Richardson, and Kristin Lange. "Realizing multiple literacies through game-enhanced pedagogies: Designing learning across discourse levels." Journal of Gaming & Virtual Worlds 11, no. 1 (2019): 9–28. http://dx.doi.org/10.1386/jgvw.11.1.9_1.

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One of the primary struggles for scholars and practitioners of instructed foreign languages today is how to best teach language as discourse in all its complexity. Digital games, as massively semiotic ecologies, arguably offer a unique opportunity for language learners to experience that complexity in action. This article provides a model for teaching language as discourse in action through digital games, as a means of presenting language learners with opportunities to experience the complexity of text, genre and discourse. The model integrates three levels of discourse essential to digital gaming: (1) the designs of the games, (2) the interactions between gamers, both those that take part in the gaming platform (such as in-game chats) and those between participants in the classroom and (3) social discourses about gaming.

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Baltra, Armando. "Language Learning through Computer Adventure Games." Simulation & Gaming 21, no. 4 (1990): 445–52. http://dx.doi.org/10.1177/104687819002100408.

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Hubbard, Philip. "Evaluating Computer Games for Language Learning." Simulation & Gaming 22, no. 2 (1991): 220–23. http://dx.doi.org/10.1177/1046878191222006.

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Hladonik, G. V. "VIDEO GAMES AS LANGUAGE LEARNING TOOLS." Innovate Pedagogy 2, no. 33 (2021): 139–45. http://dx.doi.org/10.32843/2663-6085/2021/33-2.27.

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Mahayanti, Ni Wayan Surya, G. A. P. Suprianti, and I. Putu Indra Kusuma. "LANGUAGE LEARNING GAMES DEVELOPMENT BASED ON CURRICULUM 2013." Journal of Education Technology 1, no. 1 (2017): 61. http://dx.doi.org/10.23887/jet.v1i1.10086.

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This research aimed at developing character based language learning games in teaching English which can be used by teacher of junior high school grade VII as an alternative activities in the classroom. This research is R&D which used the design from Sugiyono (2011). The data in this study were collected through in depth interview, observation, and questionnaire distribution for both teacher and students. Then the data gained were analyzed qualitatively as the basis to develop the games and manual. As the result, 3 character based language learning games are developed; they are Word Bricks, Race Words dan Snake and Signs games. Validation from experts has been conducted and the scores given indicate that the product designed can be categorized as good games and excellent manual. It is also found that the product developed is categorized as good games and manual based on teacher’s score. After the implementation, it is shown that the students are motivated in learning English by using games. Besides, it is also found that students’ characters are starting to emerge in students who played the games.

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Buendgens-Kosten, Judith, Viviane Lohe, and Daniela Elsner. "Beyond the monolingual habitus in game-based language learning: The MElang-E and EU·DO·IT projects in the interstices between linguistics, pedagogy and technology." Journal of Gaming & Virtual Worlds 11, no. 1 (2019): 67–83. http://dx.doi.org/10.1386/jgvw.11.1.67_1.

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Mirroring prevailing monolingual ideologies in foreign language pedagogic practices, the majority of language learning games reflect a monolingual perspective on language and language learning. This article attempts to delineate alternatives to this monolingual habitus in game-based language learning (GBLL). In order to do so, it introduces two Erasmus+ projects that set out to develop multilingual language learning games which go beyond vocabulary drills or match-the-translation activities by encompassing a plurilingual perspective on languages and language learning: MElang-E (Multilingual Exploration of Languages in Europe) and EU·DO·IT (European Digital Online-Game for Intercultural Learning and Translanguaging). The authors will discuss how in projects of this type, the need for sociolinguistic realism and the overarching plurilingual pedagogy have to be actively balanced with the expectations, preferences and needs of learners and teachers. Preliminary survey data on stakeholders’ perspectives on such products shows that there is a widespread scepticism regarding the inclusion of some types of non-target language material in a language learning game. Consequences for the design of multilingual games will be drawn.

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De Grove, Frederik, Jan Van Looy, and Peter Mechant. "Learning to Play, Playing to Learn." International Journal of Game-Based Learning 3, no. 2 (2013): 22–35. http://dx.doi.org/10.4018/ijgbl.2013040102.

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Learning opportunities offered by digital games have become an important research topic in recent years. Language learning is one of the areas in which games could prosper but the question then is whether these should be specialized language-learning games or commercial off-the-shelf games for entertainment. The goal of this paper is to compare the experiences evoked by playing a commercial and two language-learning games in adult foreign language learners (N=62). While results of the experimental design suggest that a commercial game results in better playing and learning experiences, these findings are partly neutralized by the attitude of the participants towards learning through digital games and by being a frequent player of games or not. This raises questions as to how digital games should be designed to appeal to a public of learners that is not familiar with digital game-based learning or with gaming in general.

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Juzeleniene, Saulute, Jurgita Mikelioniene, Paula Escudeiro, and Carlos Vaz de Carvalho. "GABALL Project: Serious Games Based Language Learning." Procedia - Social and Behavioral Sciences 136 (July 2014): 350–54. http://dx.doi.org/10.1016/j.sbspro.2014.05.340.

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Sykes, Julie M. "Digital games and language teaching and learning." Foreign Language Annals 51, no. 1 (2018): 219–24. http://dx.doi.org/10.1111/flan.12325.

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Turgut, Yıldız, and Pelin İrgin. "Young learners’ language learning via computer games." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 760–64. http://dx.doi.org/10.1016/j.sbspro.2009.01.135.

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Palmberg, R. "Computer games and foreign-language vocabulary learning." ELT Journal 42, no. 4 (1988): 247–52. http://dx.doi.org/10.1093/elt/42.4.247.

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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.

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The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc. The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.

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Prihhartini, Sya'baningrum. "LEARNING GRAMMAR THROUGH PHYSICAL GAMES." Sukma: Jurnal Pendidikan 2, no. 2 (2018): 167–85. http://dx.doi.org/10.32533/02201.2018.

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This study aims to investigate the language output resulted from physical games played as a practice to learn grammar. 20 university students were involved in a game in which they had to jump and throw a marker towards cue cards that contained questions in If-Conditional Type II structure. The students’ language output during the game was recorded and analyzed qualitatively. The result shows that physical game facilitates the learners to acquire new grammartical items and that it is effective to a good extent.Keywords : physical games, grammar, accuracy

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Petrache, Tatiana-Andreea, Traian Rebedea, and Stefan Trausan-Matu. "Interactive language learning - How to explore complex environments using natural language?" International Joural of User-System Interaction 13, no. 1 (2020): 18–32. http://dx.doi.org/10.37789/ijusi.2020.13.1.2.

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Implicit knowledge about the physical world we live in is gained almost effortlessly through interaction with the environment. In the same manner, this knowledge cannot be simply inferred from language, as humans normally avoid stating what is trivially implied or observed in the world. This paper is about a novel perspective into progressing artificial intelligence toward understanding the true language meaning through interaction with complex environments. The arising field of text-based games seems to hold the key for such an endeavour. Text-based games placed in a reinforcement learning formalism have the potential of being a strategic path into advancing real-world natural language applications - the human world itself is one of partial understanding through communication and acting on the world using language. We present a comparative study highlighting the importance of having a unified approach in the area of learning agents to play families of text-based games, with the scope of establishing a benchmark that will enable the community to advance the state of the art. To this end, we will look at the corpora and the first two winner solutions from the competition launched by Microsoft Research - FirstTextWorld Problems. The games from the proposed corpora share the same objective, cooking a meal after collecting ingredients from a modern house environment, having the layout and the recipes change from one game to another.

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Bytheway, Julie. "In-Game Culture Affects Learners' Use of Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games." International Journal of Computer-Assisted Language Learning and Teaching 4, no. 4 (2014): 1–13. http://dx.doi.org/10.4018/ijcallt.2014100101.

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Millions of language learners use commercial off-the-shelf computer games as informal learning contexts. Massively multiplayer online role-playing games (MMORPGs) are rich meaningful vocabulary learning contexts with in-game cultures that encourage creativity, decrease anxiety, force interaction, demand cooperative and autonomous learning, increase motivation, and reward curiosity. This case-study of World of Warcraft® players examined how the in-game culture affected participants' use of vocabulary learning strategies. Using research processes inherent in Grounded Theory, rich data was collected from extant MMORPG texts and observations of, interviews with, and elicited texts from a criterion sample of six ESL experienced gamers. Through constant comparative analysis, patterns and strategies emerged. Gu's (2005) model of vocabulary learning strategies in contexts was adapted to suit digital game contexts. The results highlight the need to value how the MMORPG culture affects language learners' vocabulary learning strategies and argue for study into autonomous language learning in commercial off-the-shelf digital games.

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Iaremenko, Nataliia V. "ENHANCING ENGLISH LANGUAGE LEARNERS’ MOTIVATION THROUGH ONLINE GAMES." Information Technologies and Learning Tools 59, no. 3 (2017): 126. http://dx.doi.org/10.33407/itlt.v59i3.1606.

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In this article, we examine the potentials of online games which teachers can employ in order to motivate their students and summarize the positive effects of playing learning games. The study addresses the question of how gamified learning is applicable to learning English as a second language. The other research questions refer to the reasons that make language learners want to play a learning game and the influence of particular game elements onto players. All of these questions are investigated on the example of Kahoot web resource. The study suggests that online learning games can foster intrinsic motivation and help engage students in learning activities. The use of online games in English as a second language learning shows the direct relationship between a high energy level of fun competition and increased motivation.

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Holden, Christopher L., and Julie M. Sykes. "Leveraging Mobile Games for Place-Based Language Learning." International Journal of Game-Based Learning 1, no. 2 (2011): 1–18. http://dx.doi.org/10.4018/ijgbl.2011040101.

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This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern United States. This paper explores both the complexities and benefits of integrating mobile games in second and foreign language learning contexts. Relevant background issues are discussed and the Mentira project is described, including an exploration of the setting, narrative, gameplay, and curriculum. Initial findings and future goals are explored. Gameplay, the importance of ’place’ for language learning, is discussed and the role of student buy-in. The paper concludes with future considerations for the continued use of mobile games projects for language learning as well as other disciplines.

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Johari, Aiza, Affidah Morni, Siti Huzaimah Sahari, Thalany Kamri, and Awang Rozaimie Awang Shuib. "Interactive English Language Learning: DishZle Language Game." International Journal of Service Management and Sustainability 3, no. 2 (2020): 1. http://dx.doi.org/10.24191/ijsms.v3i2.8105.

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English language learning is often perceived as a static mode of classroom learning activities. Hence, interactive teaching materials are necessary for grabbing learners’ attention span and interests, and in enhancing their involvement. DishZle - a 2-in-1 self-designed language game, focuses on vocabulary and sequencing activities. DishZle deals with various local traditional Malaysian dishes. Hence, the game introduces the learners tothe special and unique ingredients and the processes involved in preparing the dishes. They can develop their knowledge of local dishes and improve their proficiency in the English language (speaking, vocabulary and linkers). The game is suitable for beginner to intermediate learners of English (as lead-in activity or post activity of a lesson) in which itintroduces cultural topics, which are related to local dishes to their students. This study is a preliminary study to identify the participants’ reactions towards DishZle (effectiveness of using this game in learning the vocabulary and sequencing skills), language learning challenges they face during the game and suggestions to improve the game. The method used was a semi-structured interview, involving 17 participants (diploma students). Most participants claimed that both games were interesting, fun, interactive (communicate with team members) and informative (learn new words and steps to prepare local dishes). It is recommended that language games can often be used as part of teaching methods in ESL classroom as they enhance fun learning, communicative competency, teamwork and cooperation as well as develop English language components (vocabulary and sequencing , in the context of this study.)

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Blake, Robert J. "Current Trends in Online Language Learning." Annual Review of Applied Linguistics 31 (March 2011): 19–35. http://dx.doi.org/10.1017/s026719051100002x.

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Online language learning (OLL) can take place in Web-facilitated, hybrid, or fully virtual classes. These formats are beginning to attract serious attention from the language profession and, in particular, the field of computer-assisted language learning (CALL). This article traces recent studies of online learning and then focuses in on its application to language learning through tutorial CALL, social computing, and games for language learning. I strive to show that tutorial CALL and computer-mediated communication can complement each other in the service of modern language instruction, along with the inclusion of language games. Although assessment studies of OLL remain sparse, the evidence is steadily mounting that shows that these new formats can provide learning environments conducive to successful second language development when properly integrated into the curriculum.

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Dronova, Svetlana. "Board games in learning foreign languages: theory and practice (on the example of Spanish language)." Современное образование, no. 1 (January 2021): 59–70. http://dx.doi.org/10.25136/2409-8736.2021.1.35174.

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&nbsp; The goal of this article consists in assessment of possibilities of using board games in the process of learning foreign languages. The object of this research is gamification in learning foreign languages, the subject is the educational potential of board games in teaching foreign languages to adolescents and adults. The relevance of this work lies in finding the new forms of integration of educational process and practical activity. The author notes an important advantage of communication in foreign language during the game over other forms of educational communication in shifting the focus of students&rsquo; attention and perception of foreign language as an instrument for achieving the goals of the game, rather than an end in itself. Special attention is given to variability of implementation of each game and ways of adapting to the educational goals, level of attainment, and allocated time. Based on the general scientific methods, such as literature searches, analysis and synthesis, classification, as well as empirical methods, such as experiment, observation and comparison, the &nbsp;author provides methodological substantiation and review of the eight board games; seven of them are intended for learning any foreign language, not Spanish alone, which is taken as an example in this research. The article carries out classification of board games and gives comparative characteristic of the two types of games used in the educational process. The acquired results are of a practical nature and can be applied in teaching foreign languages on any level or stage of education. All methodologies were tested in learning Spanish language at the university in non-linguistic specialties, and demonstrated high effectiveness. &nbsp;

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Hammersley, John M. "Language games: Reimagining learning conversations in art education." Arts and Humanities in Higher Education 18, no. 1 (2016): 49–59. http://dx.doi.org/10.1177/1474022216670608.

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This paper discusses how language games might facilitate a reimagining of learning conversations in art education, by comparing them with Socratic, Kantian and post-structuralist dialogical perspectives that inform group critique. It proposes that language games may facilitate the construction of more personal and layered modes of conversation, instead of prescribing processes intended to seek universal truths, authentic self-knowledge, or disruptive critical scepticism. It argues that they promote the recognition of all co-learners as people who come with their own valuable original ideas and backgrounds.

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Gunter, Glenda A., Laurie O. Campbell, Junia Braga, Marcos Racilan, and Valeska Virgínia S. Souza. "Language learning apps or games: an investigation utilizing the RETAIN model." Revista Brasileira de Linguística Aplicada 16, no. 2 (2016): 209–35. http://dx.doi.org/10.1590/1984-639820168543.

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Abstract: Combining games with mobile devices can promote learning opportunities at the learners' fingertips and enable ubiquitous learning experiences. As teachers increasingly assign games to reinforce language learning, it becomes essential to evaluate how effective these applications are in helping students learn the content or develop the skills that the games are reinforcing. This article examines two English language learning apps under the RETAIN model (GUNTER; KENNY; VICK, 2008). The findings indicate that although these apps offer some language learning opportunities, they do not present scenario-based quality or gameplay, among other elements, if they are to be considered games.

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Colăcel, Onoriu. "Speech Acts in Post-Apocalyptic Games: The Last of Us (2014)." Messages, Sages, and Ages 4, no. 1 (2017): 41–50. http://dx.doi.org/10.1515/msas-2017-0004.

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Abstract Among everything else post-apocalyptic video games have come to stand for, notions of in-group versus out-group communication are paramount. The Last of Us (2014, Naughty Dog/Sony Computer Entertainment) is a case in point. I look into the game’s use of subtitles and didactic texts in order to find out to the extent speech acts shape the player’s understanding of what the video game is. As an understudied aspect of video games, HUD or menu elements, as well as characters’ exchanges and voice-over narration, disclose what it is like to be alive, dead or in-between. Essentially, they show the tensions between the avatar and the gamer: the hero makes all of the decisions by himself and the player has to abide or stop playing all together. The avatar’s identity comes alive through speech acts, while the player is left outside decision-making processes. Survival horror gaming, with a religious twist, gives insight into the in-game discussion on the representation of the zombie rather than on the zombie experience as such. On screen, the interplay between speech acts and written language amounts to a procedural language, which suggests that variability in language creates an environment conducive to learning. Particularly, language use is all about group values and communication styles that should help gamers tell apart friends from enemies, good from evil and, finally, people from zombies.

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Fennessey, Sharon. "Using Theater Games to Enhance Language Arts Learning." Reading Teacher 59, no. 7 (2006): 688–91. http://dx.doi.org/10.1598/rt.59.7.7.

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Butler, Y. G., Y. Someya, and E. Fukuhara. "Online games for young learners' foreign language learning." ELT Journal 68, no. 3 (2014): 265–75. http://dx.doi.org/10.1093/elt/ccu008.

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Chambers, Wendy. "Computer Games and Language Learning (Mark Peterson, 2013)." TESL Canada Journal 33, no. 1 (2016): 108. http://dx.doi.org/10.18806/tesl.v33i1.1230.

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Kukulska-Hulme, Agnes. "Will mobile learning change language learning?" ReCALL 21, no. 2 (2009): 157–65. http://dx.doi.org/10.1017/s0958344009000202.

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AbstractThe use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. The paper offers reflections on what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. ‘Mobile learning’ is not a stable concept; therefore its current interpretations need to be made explicit. Examples of current projects and practices show an affinity between mobile and games-based learning, and can further illuminate what is distinctive and worthwhile about mobile learning.

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Elsherif, Entisar, and Fatma Dreid. "Facebook Games for English Language Learning: What Student-Teachers Say?" (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, no. 17 (February 8, 2021): 29–52. http://dx.doi.org/10.36602/faj/2021.n17.05.

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This exploratory case study aimed at investigating the student-teachers’ views on using Facebook games for language learning. The participants were 48 student-teachers at the EFL Department of the Faculty of Education at a Libyan public university. They were required to play Facebook games for two weeks and then present their experiences through oral presentations and reflective journals. Data were collected through student-teachers’ presentations and reflective journals. Data were analyzed qualitatively using a thematic inductive approach. Although few student-teachers had negative views, most of the student-teachers had positive views on using Facebook games for learning. They believed that Facebook games teach players following instructions and provide opportunities for language improvement, especially for vocabulary learning. We expect that our findings would provide teachers and practitioners with ideas for classroom research and encourage researchers to conduct further and more rigorous testing on integrating Facebook games into the EFL classroom.

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Aqsa, Kainat, Wajid Riaz, and Zafar Saleem. "The Effectiveness of Games in English Language Learning at Elementary Level in Government Schools." Liberal Arts and Social Sciences International Journal (LASSIJ) 1, no. 2 (2017): 12–23. http://dx.doi.org/10.47264/idea.lassij/1.2.2.

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Learning second language is a challenging task if the learning is concerned with the vocabulary, grammar, and other skills of L2. The teachers try hard to help and guide the learners to improve the learning process. Globally the same problem exists about the L2. Pakistan is country where L2 learning is difficult for both teachers and students. The results of this study show the same problem and the main reason are the traditional methodologies which are used for teaching. The researcher has selected educational games through the teachers of intermediate level of Sargodha, Pakistan in which they teach English as a subject. The hypotheses show that teaching through games can be more effective. Through quantitative procedure data has been collected from teachers who are teaching English at the elementary level. The research shows the process of using language games and the help which pupils may receive from games. The results of the research show that using games for language teaching are effective for learning vocabulary. However, games should be integrated with proper guideline because difficulties are shown in the research findings such as noise and disturbance in the classroom. It has resulted that language games are effective for learning L2 and teachers should need to integrate language games with other activities in the classroom because students are motivated and learn the language effectively.

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Abdeen, Fahad H., and Waheeb Albiladi. "Gamification and Technology-Based Learning: Uncovering the Potential of Using Games in Language Teaching and Learning." Journal of Studies in Education 11, no. 2 (2021): 62. http://dx.doi.org/10.5296/jse.v11i2.18339.

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The use of games in education has received much attention from educators who perceive games as a motivational tool that can enhance their teaching and learning practice. Gamification in education is a relatively new field that promotes the use of games for educational purposes. Gamification or game-bases teaching is a growing trend among educational institutions, which use it to promote training, develop problem-solving skills in learners, and enhance the learning experience. The present paper aims to revisit the literature on the use of gamification in educational settings. Specifically, the paper discusses the use of gamification for teaching and learning English in the ESL/EFL context. Games have been used effectively with language learners to develop their skills in speaking, listening, writing, reading, and grammar.

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Khudhair, Assist Inst Nisreen Kadhim. "Investigating Iraqi EFL Intermediate School Teachers' Perceptions toward Using Language Games for Learning English." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 219, no. 1 (2018): 69–90. http://dx.doi.org/10.36473/ujhss.v219i1.501.

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One useful strategy to encourage learning a foreign language is using language games .Using games in language learning is not restricted to any classroom size. Employing games is beneficial for all students since it helps them to view the language as a living means of communication, enables them to try and use it without the feeling of being assessed according to their language skills and at the same time learn useful parts of the language and reinforce knowledge they have already gained.The study aims at investigating Iraqi EFL intermediate school teachers' perceptions toward using language games for learning English. To fulfill the aim of the present study, a sample of (85) EFL intermediate school teachers taken randomly from different schools .To achieve the aim of the study , teachers' questionnaire consists of (43) items is applied as instruments .From the analysis of the data, a t-test analysis shows a statistically significant difference according to teacher perceptions toward using language game. It is recommended to use games since they are very effective especially for the intermediate school and games are helpful for the teacher as a procedure for learning language .

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Zhang, Ruofei, Di Zou, Gary Cheng, Haoran Xie, Fu Lee Wang, and Oliver Tat Sheung Au. "Target languages, types of activities, engagement, and effectiveness of extramural language learning." PLOS ONE 16, no. 6 (2021): e0253431. http://dx.doi.org/10.1371/journal.pone.0253431.

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Since Sundqvist introduced the term “extramural English” in 2009, empirical research on extramural language learning has continued to expand. However, the expanding empirical research has yet yielded incommensurate review studies. To present a timely picture of the field of extramural language learning, this study conducts a review of 33 relevant articles retrieved from Scopus and Web of Science databases. The results showed the five types of target languages frequently investigated in this field (i.e., English, German, French, Chinese, and Japanese) and seven main types of extramural learning activities (i.e., playing digital games, watching videos, reading, listening to audios, having technology-enhanced socialisation, having face-to-face socialisation, and writing compositions). People’s engagement in extramural language learning was overall high, especially listening to audios and playing digital games, mediated by the relationship between the difficulty of the activities and people’s target language proficiency levels, gender, and the interactive environment. Extramural language learning was overall effective for language development and enhancing affective states in language learning. The effectiveness may be influenced by the involvement of language inputs and outputs and the amount of engagement time. Implications for practitioners were suggested concerning encouraging digital gameplay, emphasising formal language instruction, and creating positive interactive environments for extramural language learning.

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Switri, Endang, Abdul Gafur, and Zaimmuddin Zaimmuddin. "DOMINO GAMES IN LEARNING ARABIC." Conciencia 20, no. 2 (2020): 109–20. http://dx.doi.org/10.19109/conciencia.v20i2.6500.

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This research was conducted to find out the improvement of learning outcomes in grammar learning, Arabic by using domino card games. Participants in this study were odd semester students precisely seventh semester. The research was conducted from the results of child observers (students) following the qowa'idmaterial. This research method is a class action research. The steps of its implementation; there is planning, implementation, observation and reflection. The instruments are students. As a result of the implementation of this research that Arabic language learning results increased, students became enthusiastic in receiving learning, and educators were comfortable seeing the high learning spirit of learners.

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Yusny, Rahmat. "The Influence of Digital Games Based Learning on Students’ Learning Outcomes and Motivation." Register Journal 6, no. 2 (2013): 77. http://dx.doi.org/10.18326/rgt.v6i2.238.

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There is no doubt that the emergence of today's digital age greatly affects the human life - including students in their educational life. In order to simplify the process of studying languages, especially English, many scientists and experts continue to find new and innovative methods. One of them is the method of Digital Games Based Learning (DGBL). However, the implementation effort of DGBL method to improve English language skills of students is still a matter of controversy. It is mainly caused by the use of game - which is assumed by the public just as merely means of entertainment rather than as a medium of learning. Judging on this reason, researchers are interested highlighting them to be their research. This research was conducted in order to view the significance and influence of DGBL in improving English language skills of students - particularly the ability to hear and read - as well as their motivation to learn. The study was conducted over five sessions in March 2013 with a sample of 13 students were selected at random stratification of 68 second -year student population PBI , Ar - Raniry UIN .Researchers collected data by applying the experimental use of games in the classroom , provide pre-test and post-test , as well as distributing questionnaires dealing with motivation. From the analysis of quantitative data, it can be concluded that the method of Digital Games Based Learning (DGBL) can be used to improve student’s achievement and learning motivation in learning English.keywords: Digital Games Based Learning (DGBL) ; Learning outcome ; Motivation

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Yusny, Rahmat. "The Influence of Digital Games Based Learning on Students’ Learning Outcomes and Motivation." Register Journal 6, no. 2 (2013): 77. http://dx.doi.org/10.18326/rgt.v6i2.77-100.

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There is no doubt that the emergence of today's digital age greatly affects the human life - including students in their educational life. In order to simplify the process of studying languages, especially English, many scientists and experts continue to find new and innovative methods. One of them is the method of Digital Games Based Learning (DGBL). However, the implementation effort of DGBL method to improve English language skills of students is still a matter of controversy. It is mainly caused by the use of game - which is assumed by the public just as merely means of entertainment rather than as a medium of learning. Judging on this reason, researchers are interested highlighting them to be their research. This research was conducted in order to view the significance and influence of DGBL in improving English language skills of students - particularly the ability to hear and read - as well as their motivation to learn. The study was conducted over five sessions in March 2013 with a sample of 13 students were selected at random stratification of 68 second -year student population PBI , Ar - Raniry UIN .Researchers collected data by applying the experimental use of games in the classroom , provide pre-test and post-test , as well as distributing questionnaires dealing with motivation. From the analysis of quantitative data, it can be concluded that the method of Digital Games Based Learning (DGBL) can be used to improve student’s achievement and learning motivation in learning English.keywords: Digital Games Based Learning (DGBL) ; Learning outcome ; Motivation

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Dr. Syed Shujaat Ali, Muhammad Waqar Ali, and Tariq Amin. "Enhancing Adult Learners’ Motivation for Learning English Grammar through Language Games." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 3 (2020): 143–50. http://dx.doi.org/10.36902/rjsser-vol1-iss3-2020(143-150).

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Grammar, although indispensable for successful communication, is always a dry subject for most learners and needs a high motivation for learning. Motivating language learners for learning grammar of English in Pakistan has always been a challenging task for the language instructors. This study investigated whether language games motivate adult learners for learning grammar or not. Language games were adopted as a motivational strategy for teaching English grammar to a sample of 31 male and 19 female first-year undergraduates of Islamia College Peshawar, who were not studying English as a major subject; their ages ranged between 19 to 22 years and they spoke Pashto as mother tongue. After teaching them grammar for one semester, the instructors—the researchers themselves—sought their feedback on the use of games through a 25-item questionnaire comprising sub-sets such as interest, satisfaction, effort, tension, choice, usefulness, competition, and pre- and post-treatment experience of learning grammar. The findings of the study manifest that language games motivate not only young learners but also adult language learners. It was suggested that teaching-learning activity based on games should be made an integral part of the course of students of primary and high schools, in addition to being made a part of the primary and high school teacher education.

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Hendryani, Rika. "THE EVALUATION OF BOBBY BOLA DAN PERI BUKU AJAIB 3 FOR LANGUAGE LEARNING." IJET (Indonesian Journal of English Teaching) 7, no. 1 (2018): 24–35. http://dx.doi.org/10.15642/ijet2.2018.7.1.24-35.

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Video games have received much attention in recent years as a tool for foreign language learning. Number of research has shown the positive impact of video games on language learning learners. This study is aimed to find out the extent to which Bobby Bola & Peri Buku Ajaib 3 meet the 10 principles for designing video games for foreign learning proposed by Purushotma, Thorne, and Wheatley (2009). The findings of this study show that Bobby Bola & Peri Buku Ajaib 3 adhere only to 2 principles, i.e., the principles of “communication and input mechanism should have a playful spirit to them” and “students should be allowed to spend extra time in activities they enjoy and to minimize time in ones they don't”. The result of this study hopefully would be beneficial to the studies of video games for foreign language learning. It is also hoped that it can provide further information for those who wish to evaluate or use video games as a language learning tool.

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Yelahina, N. I., and N. O. Fedchyshyn. "GAMES AS A MEANS OF LEARNING A FOREIGN LANGUAGE BY MEDICAL STUDENTS." Медична освіта, no. 1 (April 2, 2020): 87–92. http://dx.doi.org/10.11603/me.2414-5998.2020.1.11000.

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The article analyzes the role of the educational game as a means of organizing the speech activity of medical students in English. The authors of the article emphasize the need to use active teaching methods in the educational process while learning English. It has been established that games in English classes can be divided into the following categories: games aimed at mastering new vocabulary; games aimed at grammatical material consolidation; communication games aimed at developing students’ monologs and dialogs. Methods, goals and tasks for forming a communicative model are highlighted. Examples of interaction between a teacher and a student are analyzed. It is noted that the conduct of professional games has a multi-faceted approach and is carried out according to a certain model. Systematic and purposeful use of games as a method of teaching English to medical students contributes to the effective learning in the educational process.

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Thi Thu Hien, Pham, and Movi Riana Rahmawanti. "BENEFITTING HIGHER EDUCATION STUDENTS WITH DIGITAL GAMES IN LANGUAGE LEARNING." ENGLISH JOURNAL 14, no. 2 (2020): 83. http://dx.doi.org/10.32832/english.v14i2.3843.

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There has been an abundant raise in recent years in the concern in using digital games for language learning. Additionally, gaming plays an important role in the everyday lives of youngsters and young adults in developed countries. It is a considerable option for teacher to adapt gaming into language learning since gaming itself became a habit that will easily be adopted into learning. This study will examine gaming opportunities in language learning, and how higher education students benefitting from that. It will employ quantitative research that uses Structured Interview and Online Questionnaire as research Instruments. By the end of the study, higher education students found out that digital game is an easy media to implement in language learning due to their familiarity to digital games. The implementation of digital games excites the students in learning English, and makes a conducive learning situation.

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Savonitti, Gabriel, and Joao Mattar. "Entertainment Games for Teaching English as a Second Language." International Journal for Innovation Education and Research 6, no. 2 (2018): 188–207. http://dx.doi.org/10.31686/ijier.vol6.iss2.970.

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This article explores the use of entertainment games for teaching English as a second language. It is a narrative literature review of theories of motivation and learning. To facilitate the choice of didactic resources to be used in the English classroom by teachers, this study brings to light the characteristics relevant to teaching that can be found in games, associated with different genres. In this sense, 14 researches involving digital games of entertainment were analyzed, using as basis Gardner’s theories of motivation in the teaching, games and the active learner of Gee, zone of proximal development of Vygotsky, tangential learning model of Portnow and Brown, model of the monitor, Krashen’s input hypothesis, Schumann’s acculturation model, and the hypothesis of the interaction proposed by several authors such as Gass and Larsen-Freeman and Long. The results obtained were the definition of the relevant characteristics to teaching and learning in games and the identification of the genres associated to these characteristics. The discussion used the following characteristics found in the analyzed texts: motivation, classroom interaction, social interaction in the game, tangential learning, grades, complementary material, vocabulary, repetitive written content, big written content, need for text interpretation, audio and text.

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Müller, Amanda, Jeong-Bae Son, Kazunori Nozawa, and Reza Dashtestani. "Learning English Idioms With a Web-Based Educational Game." Journal of Educational Computing Research 56, no. 6 (2017): 848–65. http://dx.doi.org/10.1177/0735633117729292.

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This article explores the usefulness of a web-based education game for learning English idioms and examines attitudinal factors contributing to the learning of the idioms with the game. The two studies reported in this article involved two groups of English as a foreign language students in two different contexts. The students were surveyed on their opinions of language learning and games and tested on their idiom knowledge before and after using the web-based educational game over a similar period of gameplay time. The studies found that both groups had significant gains in idiom knowledge, with some variation. It was also found that idiom knowledge improvement was largely mediated by willingness to learn English. In addition, other factors such as satisfaction and self-perception of improvement were noted. It is suggested that, in game-based language learning, attitudinal and motivational factors such as satisfaction with games and willingness to learn with games need to be carefully considered as they can generate positive learning outcomes. Further studies on the use of online educational games for language learning are recommended to be conducted in and out of the classroom in line with the evaluation of the games.

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Sermsook, Kanyakorn, Jiraporn Liamnimitr, and Vikrom Chantarangkul. "Promoting Thai EFL Learners’ Ability to Self-correct Errors in Written English Sentences through Games." English Language Teaching 13, no. 6 (2020): 118. http://dx.doi.org/10.5539/elt.v13n6p118.

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Games have been widely accepted as an effective tool for language learning. They help learners achieve better learning outcome and create a learning atmosphere which contribute to learners&rsquo; learning. The present study, hence, employed games to help EFL learners write better in English. In the present study, games were used to encourage Thai EFL learners to self-correct errors found in their English sentences. After five weeks of learning with games, the learners&rsquo; ability to self-correct errors was observed. Their posttest average score (x =18.65, S.D.=6.05) was higher than the pretest one (x =13.58, S.D.=6.45). The results from the paired samples t-test indicated a statistically significant difference at the 0.01 level which meant that games helped promote this group of learners to self-correct errors in written English sentences. Furthermore, the learners reported that they enjoyed English writing classes with games because they motivated them to learn English in a relaxing class. The learners&rsquo; good interaction and collaboration were also observed during the games. The findings from this study imply that games should be incorporated in language classes for learners&rsquo; positive learning outcome.

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Masrop, Noor Azli Mohamed, Hafawati Ishak, Ghazali Zainuddin, Siti Rosilawati Ramlan, Muhammad Sabri Sahrir, and Harwati Hashim. "Digital Games Based Language Learning for Arabic Literacy Remedial." Creative Education 10, no. 12 (2019): 3213–22. http://dx.doi.org/10.4236/ce.2019.1012245.

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Timmons, Stephen. "Wittgenstein's language games as a theory of learning disabilities." Nursing Philosophy 7, no. 1 (2006): 20–22. http://dx.doi.org/10.1111/j.1466-769x.2006.00245.x.

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Coleman, Douglas W. "Computerized Simulations and Games for Language Learning: Part 1." Simulation & Gaming 21, no. 4 (1990): 443–44. http://dx.doi.org/10.1177/104687819002100407.

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Coleman, Douglas W. "Computerized Simulations and Games for Language Learning: Part 2." Simulation & Gaming 22, no. 2 (1991): 218–19. http://dx.doi.org/10.1177/1046878191222005.

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Coleman, Douglas W. "Computerized Simulations and Games for Language Learning: Part 3." Simulation & Gaming 23, no. 1 (1992): 77–78. http://dx.doi.org/10.1177/1046878192231005.

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Journal articles on the topic 'Games for language learning'

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