Presentation on Computer Games and Learning English

Open Journal for Educational Research, 2017

2008

The research described in this thesis is grounded in the fields of game design, linguistics, andESL(English As A Second Language) pedagogy in relation to the field of independent adult learning, specifically young adults (ages 18-40) in preliminary Higher Education (ages 18-25) . It considersthe case for independent digital-game based learning of foreign languages, in particular Englishasa second language. Initial literature has found that when it comes to learning as a subject, academia is far fromunifiedin its assertions on what conditions and situations best support learning. When language learningand game based learning are the specific subsets of learning being studied, researchers areevenless in agreement. While the majority of the research that has been done focuses on serious gamesand how they can benefit language learning with the support of an educator or institution, therearestill principles that can be applied to self-directed language learning through casual games. Guidelines were then developed to inform the design of the accompanying digital-game prototype, titled Deathless (2019), as a reflection of the principals and theories evaluated in this document. This research offers a rationale for using language education strategies that have beenfoundeffective in serious games, and implementing them in casual ones

Procedia-Social and Behavioral Sciences, 2009

2013

System, 2014

Journal of Gaming & Virtual Worlds, 2019

Advances in Language and Literary Studies, 2014

Abstract Computer games have become a major fun element in our lives and most people spend hours in front of the screen playing them. This study deals with this issue from a linguistic point of view. The goal pursued in this study is to find out whether playing computer games improve foreign language acquisition of elementary level Turkish children or not. 40 participants were tested in means of vocabulary, pronunciation and communications skills. Data was collected through a 50 item questionnaire which consists of a vocabulary starting from basic words to more complex ones, taken from different types of computer games and communication based multiple choice questions. As a result we have found that participants who play computer games have a better understanding of English words and phrases; on the contrary pronunciation of the participants who does not play computer games was much better. Keywords: computer games, computer assisted language learning, second language acquisition, foreign language learning, English vocabulary learning

2018

Gee (2003) has posited that successful digital games embody design principles that are based on an understanding of how people learn. Games have been used for language learning for decades, and the growing popularity of digital games, coupled with improvements in hardware and software, have made them common tools in second language acquisition classrooms. Empirical research, however, on games and language learning is still relatively scarce. In this paper, we explore the existing evidence on how digital games can be and have been used in language learning, with particular focus on studies that originate from outside the United States. The paper examines three categories of studies that focus on different aspects of gameplay: in game-player interactions, in player-player interactions, and in game-player–online community interactions. Our paper critically presents how using games can be oversimplified in their application and offers ways that the implementation of games and game-like ...