scholarly journals Alternatives for Making Language Learning Games More Appealing for Self-access Learning

2011 ◽  
pp. 136-152
Author(s):  
Charatdao Intratat
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Computer Games ◽  
Planning Strategy ◽  
Learning Games ◽  
University Of Technology ◽  
Games For Learning ◽  
Accumulated Reward ◽  
Insight Into ◽  
Learning English

This investigation of popular computer games in comparison with language learning games was designed to offer an insight into the potential of games to the field of self-access. The study surveyed and analyzed common characteristics of popular computer games and then compared them with characteristics of several language learning games. It also investigated the participants’ recommended characteristics of computer games for learning English. The data were collected from undergraduate students at King Mongkut’s University of Technology Thonburi, Bangkok, Thailand. The results showed that the most conducive characteristics for attractive language learning games included animation, variety, planning strategy, virtual background, challenging action and accumulated reward.

scholarly journals Developing Enjoyable Second Language Learning Software Tools

2006 ◽  
pp. 1-21 ◽  
Author(s):  
Chee S. Ang ◽  
Panayiotis Zaphiris
Keyword(s):  
Language Learning ◽  
Computer Games ◽  
Second Language Learning ◽  
Educational Software ◽  
Computer Game ◽  
Theoretical Explanation ◽  
Game Model ◽  
Learning Games ◽  
Game Environment ◽  
Learning Software

This chapter attempts to examine computer game theories — ludology and narratology— that explain computer games as play activities and storytelling media. Founded onthis theoretical explanation, a game model that incorporates gameplay and narrativesis presented. From the model, two aspects of learning in the game environment areidentified: gameplay-oriented and narrative-oriented. It is believed that playingcomputer games involves at least one of these types of learning; thus, this game’s naturecan be used in designing engaging educational software. In addition, based onMalone’s theoretical framework on motivational heuristics, there are two methods ofapplying computer games in language learning: extrinsic and intrinsic, depending onthe integration of game designs and learning materials. Then, two cases of language-learning games are scrutinized, using the game model, in order to demonstrate the useof computer games in language learning.

scholarly journals Učenje engleskog jezika iz perspektive studenata - budućih vaspitača

2021 ◽  
Vol 34 (2) ◽  
pp. 123-134
Author(s):  
Radmila Palinkašević
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Acquisition ◽  
Teacher Training College ◽  
Anonymous Questionnaire ◽  
Negative Effect ◽  
Academic Year ◽  
Learning English

Starting from the hypothesis that an identification and a more detailed study of students' conceptual sphere regarding learning English language will result in mapping the fields in the tertiary-level teaching of English as a foreign language that need improvement, in the academic year 2018/19 we conducted a survey among all undergraduate students at the Preschool Teacher Training College "Mihajlo Palov" in Vršac. A total of 125 respondents filled out an anonymous questionnaire designed to reveal the source domains through which pre-service preschool teachers perceive learning English as a foreign language. A qualitative analysis of the researched corpus made it possible to single out five dominant conceptual metaphors of different source domains for the concept of English language learning. Among the obtained metaphors, special attention was given to selecting the metaphors with a methodological potential for implementation in teaching, as well as to the suggestions for modelling the so-called disruptive metaphors that have a negative effect on the English language acquisition.

Developing Enjoyable Second Language Learning Software Tools

2009 ◽  
pp. 1375-1393
Author(s):  
Chee Siang Ang ◽  
Panayiotis Zaphiris
Keyword(s):  
Language Learning ◽  
Computer Games ◽  
Second Language Learning ◽  
Educational Software ◽  
Computer Game ◽  
Theoretical Explanation ◽  
Game Model ◽  
Learning Games ◽  
Game Environment ◽  
Learning Software

This chapter attempts to examine computer game theories—ludology and narratology—that explain computer games as play activities and storytelling media. Founded on this theoretical explanation, a game model that incorporates gameplay and narratives is presented. From the model, two aspects of learning in the game environment are identified: gameplay-oriented and narrative-oriented. It is believed that playing computer games involves at least one of these types of learning; thus, this game’s nature can be used in designing engaging educational software. In addition, based on Malone’s theoretical framework on motivational heuristics, there are two methods of applying computer games in language learning: extrinsic and intrinsic, depending on the integration of game designs and learning materials. Then, two cases of language-learning games are scrutinized, using the game model, in order to demonstrate the use of computer games in language learning.

scholarly journals A picture is worth a thousand words: Exploring immersion students’ language learning experiences in Honduras

2017 ◽  
Vol 19 (2) ◽  
pp. 177 ◽  
Author(s):  
Esther Bettney
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Bilingual Education ◽  
Learning Experiences ◽  
The World ◽  
Research Gap ◽  
Pictures And Words ◽  
The Impact ◽  
Insight Into ◽  
Learning English

This qualitative study explored the experience of students learning English in an early partial one-way immersion program in Honduras. While the field of immersion research is well-established in various parts of the world, very little research has focused on programs in Central America. It is important to consider this context as models of bilingual education must be adapted to the needs of the local student population (de Mejía, 2002). Students’ viewpoints are important as a link has been established between students’ perceptions and their rates of second-language acquisition (Hamacher, 2007). To address this research gap, written reflections were collected from 203 students in Grades 1 to 11. Through pictures and words, students portrayed their experiences learning English, including the impact of specific instructional practices and their use of English outside of school. These findings are important as they provide insight into students’ learning experiences within an unexplored immersion context.Este estudio cualitativo exploró la experiencia de estudiantes aprendiendo inglés en un programa de inmersión temprana parcial de una vía en Honduras.  Mientras la investigación sobre la inmersión está bien establecida en varias partes del mundo, se ha realizado muy poca investigación en América Central.  Es importante considerar que este contexto como modelos de educación bilingüe debe ser adaptado a las necesidades de la población estudiantil local (de Mejía, 2002).  Los puntos de vista de los estudiantes son importantes, ya que se ha establecido un vínculo entre la percepción de los alumnos y el ritmo de la adquisición de una segunda lengua (Hamacher, 2007).  Para tratar esta laguna de investigación, se recolectaron reflexiones escritas de 203 alumnos entre primer y undécimo grado.  Los estudiantes representaron sus experiencias aprendiendo inglés a través de dibujos y palabras,  incluyendo el impacto de prácticas docentes específicas y su uso fuera de la escuela.  Estos hallazgos son importantes ya que proveen una perspectiva en las experiencias de aprendizaje de los estudiantes en un contexto inexplorado de inmersión.

scholarly journals USE OF INTERNET RESOURCES IN ORGANIZING INDEPENDENT WORK OF BACHELOR STUDENTS IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol 8 (5(74)) ◽  
pp. 30-36
Author(s):  
E.A. Kovalyova ◽  
O.M. Loksha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Teaching English ◽  
Internet Resources ◽  
Use Of Internet ◽  
Independent Work ◽  
Selection Of ◽  
Learning English

The article considers the possibilities of using internet resources to organize independent work of undergraduate students, addresses the issues arising from internet-based student independent work in the process of English language learning. Recommendations for the selection of internet resources for educational purposes are provided as well as an overview of internet resources that describes their functions and possible ways of usage for teaching English; samples of tasks and assignments for independent work created with the help of internet resources are presented as well as the results of their testing. As a result of the accomplished testing of created tasks and assignments, the students were able to understand the effectiveness and expediency of usage of internet resources in learning English and additionally managed to overcome their difficulties. The results of the repeat study proved that there is potential for more successful usage of internet resources for the organization of student independent work in learning English.

scholarly journals Investigating Iraqi EFL Intermediate School Teachers' Perceptions toward Using Language Games for Learning English

2018 ◽  
Vol 219 (1) ◽  
pp. 69-90
Author(s):  
Assist. Inst. Nisreen Kadhim Khudhair
Keyword(s):  
Language Learning ◽  
Teacher Perceptions ◽  
Language Game ◽  
Language Games ◽  
Intermediate School ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Games For Learning ◽  
Learning English

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 .  

scholarly journals Undergraduate Students’ Attitudes Towards Learning English in Rural University Branches in KSA: A Case Study of Al-Kamil's Branch

2022 ◽  
pp. 1-8
Author(s):  
Hamda A. Laouini ◽  
Keyword(s):  
Saudi Arabia ◽  
Data Collection ◽  
Language Learning ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Foreign Language Learning ◽  
Preparatory Year ◽  
The University ◽  
Learning English ◽  
Attitudes Towards Learning

The present study was conducted to assess and investigate the attitudes of the Preparatory Year students towards leaning English at rural branch of the University of Jeddah in Saudi Arabia. The author endeavours to examine and measure the University students’ opinions and perceptions regarding the importance of Learning English. He also attempts to explore the areas of difficulties in foreign language Learning within the rural context of AlKamil College of Sciences and Arts (Makkah, Saudi Arabia). 75 randomly selected students (40 male and 35 female) participated in this study project. In this study, the researcher opted for a mixed research method. For quantitative data collection a five-point Likert scale questionnaire was adapted from Gardner’s ‘Attitude Motivation Test Battery (AMTB) along with a silent interview for a qualitative data collection in order to assess the participants’ attitudes and perceptions regarding learning English. Overall, the results reveal that students in rural university branches in Saudi Arabia hold positive attitudes towards learning English and they are constantly attempting to improve their language proficiency. This study also explores the different obstacles impeding the students’ sought progress in language learning along with the possible solutions that may enable them to use and practise English in a more spontaneous way.

Developing Enjoyable Second Language Learning Software Tools

2009 ◽  
pp. 1372-1389
Author(s):  
Chee Siang Ang ◽  
Panayiotis Zaphiris
Keyword(s):  
Language Learning ◽  
Computer Games ◽  
Second Language Learning ◽  
Educational Software ◽  
Computer Game ◽  
Theoretical Explanation ◽  
Game Model ◽  
Learning Games ◽  
Game Environment ◽  
Learning Software

This chapter attempts to examine computer game theories — ludology and narratology — that explain computer games as play activities and storytelling media. Founded on this theoretical explanation, a game model that incorporates gameplay and narratives is presented. From the model, two aspects of learning in the game environment are identified: gameplay-oriented and narrative-oriented. It is believed that playing computer games involves at least one of these types of learning; thus, this game’s nature can be used in designing engaging educational software. In addition, based on Malone’s theoretical framework on motivational heuristics, there are two methods of applying computer games in language learning: extrinsic and intrinsic, depending on the integration of game designs and learning materials. Then, two cases of language-learning games are scrutinized, using the game model, in order to demonstrate the use of computer games in language learning.

scholarly journals The Acceptance of Online English Language Learning of Undergraduate Students at Rajamangala University of Technology Thanyaburi

2021 ◽  
Vol 58 (1) ◽  
pp. 1464-1470
Author(s):  
Montchatry Ketmuni
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Ease Of Use ◽  
English Language Learning ◽  
English Learning ◽  
Perceived Ease Of Use ◽  
University Of Technology ◽  
Learning Management ◽  
High Level

The purposes of this study were 1) to study the levels of the acceptance of online English language learning, 2) to study the factors affecting the acceptance of online English language learning, and 3) to study the undergraduate students’ satisfaction towards studying English courses with online mode during summer semester in academic year 2019 at Rajamangala University of Technology Thanyaburi, Thailand. This research was employed by the Technology Acceptance Model (TAM) and conducted as a quantitative and qualitative research.  The 400 samples were selected by simple random sampling, and the 30 key informants were chosen by purposive sampling. The statistics used for data analysis were percentage, mean, standard deviation, t-test, f-test, correlation, and multiple regression. Findings of the research indicated that the acceptance and the satisfaction of online English language learning were not affected by the individual differences. The acceptance of online English language learning was at high level ( =3.9): Perceived Usefulness ( =3.96), Perceived Ease of Use ( =3.94), Attitude ( =3.79), and Intention ( =3.7) which was affected by learners ( =4.17), teachers ( =4.14), learning activities ( =4.14), measurement and assessment ( =4.08), and technology ( =3.96) at high level ( =4.11). The overall satisfaction of the students towards online English learning was also at high level ( =3.97): knowledge and skills of the teachers (X ̅=4.09), the clear and consistent measurement and assessment ( =4.07), and learning feedback ( =4.05). The key factor of learning management affecting the acceptance of online English language learning was the measurement and assessment (β= .461) at .05 statistically significant level. The greatest factor affecting the acceptance of online English learning was Perceived Ease of Use (β= .856) at .05 statistically significant level. The students suggested that the teachers should have teaching techniques to stimulate students’ interests and provide a variety of activities, such as VDO recording, asking and answering question activities, and group presentation, whereas the students should pay more attention than studying in classroom and have information technology skills. The major online learning constraint was the stability of internet signal. Moreover, the students preferred studying in classroom. If the university continues online English learning, the learning management should be explained in details including with providing facilitators of learning and lower tuition fees.

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