Implementing digital game-enhanced pedagogy: Supportive and impeding language awareness and discourse participation phenomena

IF 4.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Recall Pub Date : 2019-10-03 DOI:10.1017/S095834401900017X

Levi McNeil

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引用次数: 14

Abstract

Abstract This descriptive study investigated the implementation of student-selected, entertainment-purposed digital games for foreign language teaching and learning. During a 15-week semester, 16 Korean EFL students enrolled in an introductory educational technology course played online games, visited gaming sites, and completed instructional tasks. Conceptualizing games as social practices and drawing from the bridging activities framework (Thorne & Reinhardt, 2008), instructional tasks were designed to enhance language awareness and to present possibilities for socialization into gaming discourses. The study investigated the ways that the designed pedagogy supported or impeded language awareness and gaming discourse participation. The study found that the students exhibited language awareness in many ways, but that there were missed opportunities in developing student understandings of language as a social medium. Additionally, six students (38%) directly participated in gaming spaces, and some of them took on more central roles in gaming practices over time. Other students, however, did not attempt to directly participate in gaming sites or were not successful in their attempts. These findings are discussed in regard to pedagogical design, including game selection and supporting learner analyses of gaming discourses, as well as avenues for future research examining socialization in classrooms and gaming spaces.

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实施数字游戏强化教学法:支持和阻碍语言意识和话语参与现象

摘要本描述性研究调查了学生选择的、以娱乐为目的的数字游戏在外语教学中的实施情况。在为期15周的学期中，16名参加教育技术入门课程的韩国EFL学生玩网络游戏，访问游戏网站，并完成教学任务。将游戏概念化为社会实践，并借鉴桥接活动框架（Thorne&Reinhardt，2008），教学任务旨在提高语言意识，并在游戏话语中呈现社会化的可能性。本研究调查了所设计的教学法支持或阻碍语言意识和游戏话语参与的方式。研究发现，学生们在很多方面都表现出了语言意识，但在培养学生对语言作为一种社会媒介的理解方面却错失了机会。此外，六名学生（38%）直接参与了游戏空间，随着时间的推移，他们中的一些人在游戏实践中扮演了更重要的角色。然而，其他学生没有尝试直接参与游戏网站，或者尝试不成功。这些发现在教学设计方面进行了讨论，包括游戏选择和支持学习者对游戏话语的分析，以及未来研究课堂和游戏空间社会化的途径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Recall Multiple-

CiteScore

8.50

自引率

4.40%

发文量