Research interests: game-based language teaching, CALL, social pedagogy. Editor of Ludic Language Pedagogy: https://www.llpjournal.org/ Co-chair of JALTCALL conference: https://jaltcall.org/ Supervising students at TDU exploring the use of VR in language education http://mediacom.ne.jp/study/
What’s that teacher cooking up in her classroom? MMM! Smells good. Doing LLP means considering yo... more What’s that teacher cooking up in her classroom? MMM! Smells good. Doing LLP means considering your mmm (Methods, Materials, Mediation). Read on. #llpjournal #mmm
This article introduces an empirical study of “Connected Learning” in a Japanese EFL classroom co... more This article introduces an empirical study of “Connected Learning” in a Japanese EFL classroom context, instantiated through the Bridging Activities pedagogical framework. Students considered their interests, made groups, and joined Reddit communities. Self-selected texts were then analyzed with rigorous teacher mediation. Students participated by creating Reddit posts and several presentations detailing their text analysis and participation. Qualitative and quantitative data were collected from these presentations and questionnaires. Findings revealed that students in this context focused predominantly on gaming and anime communities, and participated multimodally using text, images, videos, and polls. Regarding language learning, attention was paid to cultural similarities and differences, vocabulary, acronyms, and slang. Student perceptions were positive, with 96% of students considering the topics covered appropriate to their future language needs. Additionally, the opportunity to engage in intercultural communication with target language users was considered novel, meaningful, and empowering. Pedagogical implications of using public websites in FL instruction and future research ideas are discussed.
Playful CALL: Exploring the Intersection of Games and Technology in Language Education Selected papers from the JALTCALL 2022 Conference, Japan (online)
Language learning motivation may be fostered by inducing a “flow state” in learners. This is char... more Language learning motivation may be fostered by inducing a “flow state” in learners. This is characterised by a state of deep immersion in an activity, such as feeling enjoyment and satisfaction in the activity itself. In this study, the potential of virtual reality (VR) to produce learners’ flow state is the research focus. Investigations relate to whether adding audiovisual feedback to a pairwork speaking activity can promote flow. A pairwork spot-the-difference activity that utilized the playful and interactive affordances of VR was created. Two versions of the environment were created: one with audiovisual feedback, and the other without. 22 participants, separated into two groups experienced the VR environment with (n = 12 ) and without feedback (n = 10). A questionnaire with 10 measures was used to determine whether the VR environments facilitated flow (based on Cho, 2018). Results of the questionnaire suggested that there was no significant difference in the flow state of the...
Thinking about a language teacher that wants to but never did use games in her classroom, we real... more Thinking about a language teacher that wants to but never did use games in her classroom, we realized that practical examples on how to use the same game in more than one way might be what she needs to feel safe in embracing a more Ludic Language Pedagogy.
Innovation in Language Teaching and Learning, 2019
This chapter explores innovative game-based language teaching and learning in three different EFL... more This chapter explores innovative game-based language teaching and learning in three different EFL contexts. In three short case studies, we explore the use of games in mandatory language classes, as part of an extracurricular language and literacy project, and as weekly activity in a language learning self-access center. In each case, we focus on the process of innovating amidst differing contextual constraints and affordances for game-based learning. We also critically evaluate the pedagogical models we developed for using tabletop games in each environment and explore connections to existing pedagogies. We conclude the chapter by suggesting broadly applicable pedagogical implications from our work and insight into factors that created opportunities for innovation in our respective contexts.
International Journal of Game-Based Learning, 2018
This article provides information on an action research project in a low-level EFL setting in Jap... more This article provides information on an action research project in a low-level EFL setting in Japan. The project aims were to 1) foster spoken communication skills and 2) help students engage with their own learning. The project investigated the applicability of board games as a mediating tool for authentic communication as part of a wider TBLT approach to language development. Quantitative and qualitative data was collected from 115 first and second year Japanese university students via a questionnaire at the end of a seven-week course using the experimental methodology. Responses to the questionnaire indicated that the framework was perceived to be valuable in both fostering communicative skills and improving student engagement. Methodological improvements were also suggested. Implications applicable to teachers working in similar contexts are discussed, as well as possible improvements for future implementations.
What is this? An example of informal LLP between a teacher (or, possibly, a parent with a high le... more What is this? An example of informal LLP between a teacher (or, possibly, a parent with a high level of gaming literacy and interest in their child) and their son. Why did you make it? To showcase an example of the rich literacy skills that may emerge when players take time to engage with and consider a game. Who is it for? Mothers, fathers, game players, games-in-education advocates, skeptics, and the curious. ⭐ BONUS: A lesson plan is provided in the Appendix which may be utilized in L1 and L2 teaching contexts for young learners, teens, and beyond. The lesson is designed to show how this interaction between teacher-parent and son may be implemented in the classroom.
👤 There’s no need to rush gameplay in a classroom. 🏁 20 minutes at the end of the week? Too short... more 👤 There’s no need to rush gameplay in a classroom. 🏁 20 minutes at the end of the week? Too short. 🌺 Take your time. Give students time. Slow it down. 🌴 Good Ludic Language Pedagogy is like ｖａｐｏｒｗａｖｅ; not nightcore. 🌊 #LudicLanguagePedagogy #vaporwave
This paper presents a detailed walkthrough of a pedagogical intervention that utilizes board game... more This paper presents a detailed walkthrough of a pedagogical intervention that utilizes board games as part of a TBLT approach to language teaching in a compulsory university classroom context. The context, teacher and participants are introduced before a thorough explanation of the intervention. Theoretical underpinnings and teacher decisions are introduced including how the model relates to broad literature on education, particularly Squire’s (2011) conceptualization of learners and player progression. Subsequently, a “playtest” of the model is presented with a focus on teacher mediation and students’ progression. Student work appears in the form of presentation slides, survey data, photos of the accompanying workbook (made specifically for this context), and final project products. The model, materials, and teacher mediation promoted students to become self-directed learners, successfully carrying out gameplay and analysis activities which led to language and 21st Century skills d...
Game-based language learning: It's not all fun and games, 2018
These are the slides I used at my recent presentation at the JALT national conference in Shizuoka... more These are the slides I used at my recent presentation at the JALT national conference in Shizuoka. A video of the presentation and all references are available on my blog: http://www.japangamelab.org/2018/11/28/jalt2018-presentation/
There are few studies that explore the cognitive and affective benefits of interactive fiction(IF... more There are few studies that explore the cognitive and affective benefits of interactive fiction(IF) in language learning and teaching contexts. Inspired by Neville, et al. (2009), we compared the effectiveness of IF in comparison to non-interactive, linear fiction in terms of vocabulary acquisition, reading comprehension and motivation in a university EFL context. Participants (n = 88) were divided into two groups. The control group read a linear story; the experimental group played through an interactive version of the same story. A pre- and post-experiment vocabulary test was employed to measure the acquisition of 16 target vocabulary words. A test based on the actions of characters within the story was also employed to measure reading comprehension. Finally, a post-test questionnaire measured student perceptions of learning with linear and IF. This paper introduces the results of the study which are as follows. Findings revealed no significant difference in scores between the cont...
This paper introduces a virtual reality (VR) system which was designed to promote English speakin... more This paper introduces a virtual reality (VR) system which was designed to promote English speaking proficiency as learners carry out collaborative information gap tasks. In a former study, a simpler system was developed to explore the effect of modality on learners’ foreign language anxiety (FLA) where results suggested that anxiety was statistically significantly lower in the VR environment compared to a voice and video chat system. However, of three key affordances—presence, interactivity, and autonomy—the previous system only focused on presence. The current system features an interactive component also. In this paper, we present results of a study which compared the two systems (presence-only versus interactive system) with the aim of answering the question: Does more-fully utilizing the affordances of VR lower or increase learners’ FLA? In a counterbalanced design, 30 participants (15 pairs) completed a spot-the-difference task in two different VR environments: static-VR (forme...
What’s that teacher cooking up in her classroom? MMM! Smells good. Doing LLP means considering yo... more What’s that teacher cooking up in her classroom? MMM! Smells good. Doing LLP means considering your mmm (Methods, Materials, Mediation). Read on. #llpjournal #mmm
This article introduces an empirical study of “Connected Learning” in a Japanese EFL classroom co... more This article introduces an empirical study of “Connected Learning” in a Japanese EFL classroom context, instantiated through the Bridging Activities pedagogical framework. Students considered their interests, made groups, and joined Reddit communities. Self-selected texts were then analyzed with rigorous teacher mediation. Students participated by creating Reddit posts and several presentations detailing their text analysis and participation. Qualitative and quantitative data were collected from these presentations and questionnaires. Findings revealed that students in this context focused predominantly on gaming and anime communities, and participated multimodally using text, images, videos, and polls. Regarding language learning, attention was paid to cultural similarities and differences, vocabulary, acronyms, and slang. Student perceptions were positive, with 96% of students considering the topics covered appropriate to their future language needs. Additionally, the opportunity to engage in intercultural communication with target language users was considered novel, meaningful, and empowering. Pedagogical implications of using public websites in FL instruction and future research ideas are discussed.
Playful CALL: Exploring the Intersection of Games and Technology in Language Education Selected papers from the JALTCALL 2022 Conference, Japan (online)
Language learning motivation may be fostered by inducing a “flow state” in learners. This is char... more Language learning motivation may be fostered by inducing a “flow state” in learners. This is characterised by a state of deep immersion in an activity, such as feeling enjoyment and satisfaction in the activity itself. In this study, the potential of virtual reality (VR) to produce learners’ flow state is the research focus. Investigations relate to whether adding audiovisual feedback to a pairwork speaking activity can promote flow. A pairwork spot-the-difference activity that utilized the playful and interactive affordances of VR was created. Two versions of the environment were created: one with audiovisual feedback, and the other without. 22 participants, separated into two groups experienced the VR environment with (n = 12 ) and without feedback (n = 10). A questionnaire with 10 measures was used to determine whether the VR environments facilitated flow (based on Cho, 2018). Results of the questionnaire suggested that there was no significant difference in the flow state of the...
Thinking about a language teacher that wants to but never did use games in her classroom, we real... more Thinking about a language teacher that wants to but never did use games in her classroom, we realized that practical examples on how to use the same game in more than one way might be what she needs to feel safe in embracing a more Ludic Language Pedagogy.
Innovation in Language Teaching and Learning, 2019
This chapter explores innovative game-based language teaching and learning in three different EFL... more This chapter explores innovative game-based language teaching and learning in three different EFL contexts. In three short case studies, we explore the use of games in mandatory language classes, as part of an extracurricular language and literacy project, and as weekly activity in a language learning self-access center. In each case, we focus on the process of innovating amidst differing contextual constraints and affordances for game-based learning. We also critically evaluate the pedagogical models we developed for using tabletop games in each environment and explore connections to existing pedagogies. We conclude the chapter by suggesting broadly applicable pedagogical implications from our work and insight into factors that created opportunities for innovation in our respective contexts.
International Journal of Game-Based Learning, 2018
This article provides information on an action research project in a low-level EFL setting in Jap... more This article provides information on an action research project in a low-level EFL setting in Japan. The project aims were to 1) foster spoken communication skills and 2) help students engage with their own learning. The project investigated the applicability of board games as a mediating tool for authentic communication as part of a wider TBLT approach to language development. Quantitative and qualitative data was collected from 115 first and second year Japanese university students via a questionnaire at the end of a seven-week course using the experimental methodology. Responses to the questionnaire indicated that the framework was perceived to be valuable in both fostering communicative skills and improving student engagement. Methodological improvements were also suggested. Implications applicable to teachers working in similar contexts are discussed, as well as possible improvements for future implementations.
What is this? An example of informal LLP between a teacher (or, possibly, a parent with a high le... more What is this? An example of informal LLP between a teacher (or, possibly, a parent with a high level of gaming literacy and interest in their child) and their son. Why did you make it? To showcase an example of the rich literacy skills that may emerge when players take time to engage with and consider a game. Who is it for? Mothers, fathers, game players, games-in-education advocates, skeptics, and the curious. ⭐ BONUS: A lesson plan is provided in the Appendix which may be utilized in L1 and L2 teaching contexts for young learners, teens, and beyond. The lesson is designed to show how this interaction between teacher-parent and son may be implemented in the classroom.
👤 There’s no need to rush gameplay in a classroom. 🏁 20 minutes at the end of the week? Too short... more 👤 There’s no need to rush gameplay in a classroom. 🏁 20 minutes at the end of the week? Too short. 🌺 Take your time. Give students time. Slow it down. 🌴 Good Ludic Language Pedagogy is like ｖａｐｏｒｗａｖｅ; not nightcore. 🌊 #LudicLanguagePedagogy #vaporwave
This paper presents a detailed walkthrough of a pedagogical intervention that utilizes board game... more This paper presents a detailed walkthrough of a pedagogical intervention that utilizes board games as part of a TBLT approach to language teaching in a compulsory university classroom context. The context, teacher and participants are introduced before a thorough explanation of the intervention. Theoretical underpinnings and teacher decisions are introduced including how the model relates to broad literature on education, particularly Squire’s (2011) conceptualization of learners and player progression. Subsequently, a “playtest” of the model is presented with a focus on teacher mediation and students’ progression. Student work appears in the form of presentation slides, survey data, photos of the accompanying workbook (made specifically for this context), and final project products. The model, materials, and teacher mediation promoted students to become self-directed learners, successfully carrying out gameplay and analysis activities which led to language and 21st Century skills d...
Game-based language learning: It's not all fun and games, 2018
These are the slides I used at my recent presentation at the JALT national conference in Shizuoka... more These are the slides I used at my recent presentation at the JALT national conference in Shizuoka. A video of the presentation and all references are available on my blog: http://www.japangamelab.org/2018/11/28/jalt2018-presentation/
There are few studies that explore the cognitive and affective benefits of interactive fiction(IF... more There are few studies that explore the cognitive and affective benefits of interactive fiction(IF) in language learning and teaching contexts. Inspired by Neville, et al. (2009), we compared the effectiveness of IF in comparison to non-interactive, linear fiction in terms of vocabulary acquisition, reading comprehension and motivation in a university EFL context. Participants (n = 88) were divided into two groups. The control group read a linear story; the experimental group played through an interactive version of the same story. A pre- and post-experiment vocabulary test was employed to measure the acquisition of 16 target vocabulary words. A test based on the actions of characters within the story was also employed to measure reading comprehension. Finally, a post-test questionnaire measured student perceptions of learning with linear and IF. This paper introduces the results of the study which are as follows. Findings revealed no significant difference in scores between the cont...
This paper introduces a virtual reality (VR) system which was designed to promote English speakin... more This paper introduces a virtual reality (VR) system which was designed to promote English speaking proficiency as learners carry out collaborative information gap tasks. In a former study, a simpler system was developed to explore the effect of modality on learners’ foreign language anxiety (FLA) where results suggested that anxiety was statistically significantly lower in the VR environment compared to a voice and video chat system. However, of three key affordances—presence, interactivity, and autonomy—the previous system only focused on presence. The current system features an interactive component also. In this paper, we present results of a study which compared the two systems (presence-only versus interactive system) with the aim of answering the question: Does more-fully utilizing the affordances of VR lower or increase learners’ FLA? In a counterbalanced design, 30 participants (15 pairs) completed a spot-the-difference task in two different VR environments: static-VR (forme...
Game-based language learning: It's not all fun and games, 2018
These are the slides I used at my recent presentation at the JALT national conference in Shizuoka... more These are the slides I used at my recent presentation at the JALT national conference in Shizuoka. A video of the presentation and all references are available on my blog: http://www.japangamelab.org/2018/11/28/jalt2018-presentation/
Virtual worlds have been identified as a potentially beneficial domain for language learning due ... more Virtual worlds have been identified as a potentially beneficial domain for language learning due to various cognitive and affective affordances such as immersive content, access to native speakers, and motivating properties. However, research on computer-mediated communication (CMC) has largely ignored the use of virtual worlds as a possible domain for communication. Additionally, the game-based language teaching (GBLT) sub-field of CALL has focused too narrowly on specific virtual world affordances, overlooking how communicating in such complex domains may affect learner output, particularly in comparison with face-to-face communication. Thus, the main aim of this study is to explore the potential differences in learner oral performance as they conduct tasks via two oral modalities: within a virtual world and face-to-face. Twenty participants (10 dyads) conducted six dialogic tasks, organised by modality into three task-pairs. Quantitative data was collected via transcribing audio recordings of all sessions. The data were analysed in terms of learners’ output complexity, accuracy and fluency using appropriate measures for each. Post-task questionnaires were employed to gauge perceptions of task difficulty, and therefore validate the researcher’s presumptions of task complexity. This data was also used to provide insight into findings from the quantitative data. Results suggest that virtual world tasks may hinder output fluency. However, complexity and accuracy were not significantly affected by mode. Instead, task complexity and type had a more considerable influence on these constructs. Lexical density was higher when conducting virtual world tasks, and, regardless of the increased cognitive demands posed by the virtual world, participants preferred to undertake tasks in this domain. Implications are provided regarding virtual world task design and the cognitive and affective affordances of virtual worlds for language learning, specifically for classroom contexts. Finally, the limitations of this study inform avenues for future research.
>>NOT PEER REVIEWED<<
📍 What is this? A short, easy-to-read example of my Kotoba Rollers framewor... more >>NOT PEER REVIEWED<< 📍 What is this? A short, easy-to-read example of my Kotoba Rollers framework for teaching English with the game Captain Sonar. 📍 Why did you make it? My Kotoba Rollers walkthrough paper in LLP is a deep dive and covers the whole framework from 10,000m up. With this, I wanted to create a simpler, easily implementable lesson plan around a single game. 📍 Who is it for? Teachers that are interested in teaching with games and are looking for a concise, practical and usable guide with a specific game. 📍 What’s next? If the reception to this piece is positive, I would like to continue making guides for teaching with various games.
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Papers by James York
Why did you make it? To showcase an example of the rich literacy skills that may emerge when players take time to engage with and consider a game.
Who is it for? Mothers, fathers, game players, games-in-education advocates, skeptics, and the curious.
⭐ BONUS: A lesson plan is provided in the Appendix which may be utilized in L1 and L2 teaching contexts for young learners, teens, and beyond. The lesson is designed to show how this interaction between teacher-parent and son may be implemented in the classroom.
Why did you make it? To showcase an example of the rich literacy skills that may emerge when players take time to engage with and consider a game.
Who is it for? Mothers, fathers, game players, games-in-education advocates, skeptics, and the curious.
⭐ BONUS: A lesson plan is provided in the Appendix which may be utilized in L1 and L2 teaching contexts for young learners, teens, and beyond. The lesson is designed to show how this interaction between teacher-parent and son may be implemented in the classroom.
Twenty participants (10 dyads) conducted six dialogic tasks, organised by modality into three task-pairs. Quantitative data was collected via transcribing audio recordings of all sessions. The data were analysed in terms of learners’ output complexity, accuracy and fluency using appropriate measures for each. Post-task questionnaires were employed to gauge perceptions of task difficulty, and therefore validate the researcher’s presumptions of task complexity. This data was also used to provide insight into findings from the quantitative data.
Results suggest that virtual world tasks may hinder output fluency. However, complexity and accuracy were not significantly affected by mode. Instead, task complexity and type had a more considerable influence on these constructs. Lexical density was higher when conducting virtual world tasks, and, regardless of the increased cognitive demands posed by the virtual world, participants preferred to undertake tasks in this domain. Implications are provided regarding virtual world task design and the cognitive and affective affordances of virtual worlds for language learning, specifically for classroom contexts. Finally, the limitations of this study inform avenues for future research.
📍 What is this? A short, easy-to-read example of my Kotoba Rollers framework for teaching English with the game Captain Sonar.
📍 Why did you make it? My Kotoba Rollers walkthrough paper in LLP is a deep dive and covers the whole framework from 10,000m up. With this, I wanted to create a simpler, easily implementable lesson plan around a single game.
📍 Who is it for? Teachers that are interested in teaching with games and are looking for a concise, practical and usable guide with a specific game.
📍 What’s next? If the reception to this piece is positive, I would like to continue making guides for teaching with various games.