Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning

Yang, Yu-Fen; Goh, Alexis P.I.; Hong, Yi-Chun; Chen, Nian-Shing

doi:10.1080/09588221.2021.2008979

Cited by 11 publications

(5 citation statements)

References 42 publications

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“…Regarding the first research question, our results demonstrated that most GBLL studies were conducted under the cognitive, social, linguistic and other theoretical frameworks, because researchers may consider building their studies on these frameworks to better explain the interplay between GBLL's gamification features and language learning outcomes. That is, in most studies, researchers who used GBLL aim to enhance learners' cognitive (e.g., flow experience, Li et al, 2021; motivation, Li, 2023a; Meng & Li, 2023; cognitive load, Li, 2021), social interactive (e.g., situated learning, Khodabandeh, 2023; Activity Theory, Yang et al, 2021; social constructivism, Hwang et al, 2017) and linguistic outcomes (e.g., Li, 2022c, 2023b, 2024), among others. Additionally, 29 studies did not ground their studies on any theoretical frameworks.…”

Section: Discussionmentioning

confidence: 99%

“…The most frequently reported benefits were enhancing four language skills, communicative skills, perceptions and learning attitudes. It could be well documented that GBLL could not only facilitate K‐12 students' listening (Hwang et al, 2017), speaking (e.g., Khodabandeh, 2023; Wu et al, 2014), reading (e.g., Hooshyar et al, 2017; Serra & Gilabert, 2021), writing (e.g., Allen et al, 2014; Chang et al, 2021), grammar (e.g., Chu et al, 2019; Kasprowicz et al, 2019), and vocabulary (e.g., Chen et al, 2021; Elaish et al, 2019); but also support instant feedback and collaborative learning (e.g., Lawrence & Sherry, 2021; Wen, 2021), improve K‐12 students' attention span (e.g., Yu & Tsuei, 2022), decrease their negative emotions, e.g., anxiety, high cognitive load and fear of failure (e.g., Hsu, 2019; Raffone, 2022; Yang et al, 2021), and provide authentic learning contexts (e.g., Dalton & Devitt, 2016; Lan, 2015), among others. Various challenges should be cautioned as well, such as technical issues, difficult learning tasks, high cognitive load and anxiety, and difficulty in integrating GBLL into K‐12 curriculum.…”

Section: Discussionmentioning

confidence: 99%

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Research trends of game‐based language learning in K‐12 education: A systematic review of SSCI articles during 2009–2022

Yang,

Li,

Zhou

2024

Computer Assisted Learning

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BackgroundWhile game‐based language learning (GBLL) in K‐12 education has received considerable attention, little is still known about its state‐of‐the‐art research trends over the last decade, necessitating a systematic review on its theoretical frameworks, instructional activities and research findings.ObjectivesTo fill the gap, drawing on the revised technology‐based learning model, this study aims to conduct a systematic review on the trends of GBLL for K‐12 education in terms of theoretical frameworks, participants, methodology, game genres, instructional activities and application effectiveness.MethodsBased on the proposed criteria, 83 Social Science Citation Index (SSCI) articles pertaining to GBLL in K‐12 education published during 2009–2022 were finalised for data analysis.Results and conclusionsThe results showed that (1) most GBLL studies adopted cognitive and social frameworks, including flow theory, situated learning and socio‐cultural theory; (2) the most common participants were primary school students, and the most common languages were English as a foreign language (EFL) learning; (3) quantitative methods were frequently adopted, with a particular eye on tests, questionnaires and experimental design; (4) the most common game genre was tutorial games; (5) pre‐game instructional activities, such as gameplay training and lecture, were mostly implemented in K‐12 contexts; (6) benefits such as enhancing four language skills and communicative competence and improving learners' attitudes were reported. However, according to the results, technical issues, unhelpful partners, difficult learning tasks and high cognitive load were the most frequently reported drawbacks.ImplicationsPedagogical implications for teachers, designers and researchers in GBLL were referred from the results of the study.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Research trends of game‐based language learning in K‐12 education: A systematic review of SSCI articles during 2009–2022

Yang,

Li,

Zhou

2024

Computer Assisted Learning

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“…Despite these challenges, the study presents compelling evidence supporting the use of digital games in foreign language education. Hence, it is crucial for researchers and practitioners to further explore this field, identifying best Focus on ELT www.focusonelt.com practices for the design and implementation of digital game-based language programs (Yang et al 2021).…”

Section: Discussionmentioning

confidence: 99%

A descriptive analysis of digital game-based foreign language education

Kazu¹

2023

FELT

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Digital games are increasingly being used for foreign language learning; a trend that has grown popular recently. This research dives deeply into this topic, assessing different skill areas targeted by these digital games, and how they are utilized in various settings worldwide -educational and otherwise. The research takes into account studies carried out between 2010 and 2021. The study's methodology is rooted in qualitative research, specifically the embedded theory design, and the gathered data is interpreted through a descriptive analysis approach. Out of an initial pool of 145 academic studies reviewed, 57 met the necessary criteria for inclusion, such as quality of data, sample size, year of publication, gender balance, and content relevance. The analyzed data is then expressed in terms of frequency and percentages for simplicity and easier understanding. The findings show that studies focusing on the use of digital games for foreign language learning have multiplied in recent years. However, a large proportion of these studies are heavily focused on vocabulary acquisition. This led to the suggestion that future work in this area should broaden its scope to include other important language skills like reading, writing, and listening, in addition to vocabulary.

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“…For instance, Huang et al (2010) defined digital game-based learning as a "serious" activity in which players' decisions contribute to achieving learning objectives; these game-based learning experiences are enhanced by immersion in complex environments made possible by digital technologies. Yang et al (2021) described digital game-based learning as a ubiquitous instructional strategy that creates a stress-free learning environment. Additionally, they argued for coordinating collaborative learning with game-based learning to form a new strategy that aims to help learners develop language fluency and collaborative problem-solving skills.…”

Section: Game-mediated Second and Foreign Language Practices Definedmentioning

confidence: 99%

Defining Game-Mediated Second and Foreign Language Teaching and Learning

Gao

Gee

2023

International Journal of Game-Based Learning

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The game-mediated second and foreign language (GML2) field investigates how games can be used in facilitating L2 teaching and learning. This review explores how researchers define and differentiate among GML2 practices. A total of 51 publications from 2010 to 2021 were analyzed, revealing that only 40% of the publications defined GML2 practices, with the majority focused on the use of educational games. A key recommendation is that scholars clearly define specific types of GML2 practices in their empirical and conceptual work to build a more coherent body of scholarship.

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Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning

Cited by 11 publications

References 42 publications

Research trends of game‐based language learning in K‐12 education: A systematic review of SSCI articles during 2009–2022

Research trends of game‐based language learning in K‐12 education: A systematic review of SSCI articles during 2009–2022

A descriptive analysis of digital game-based foreign language education

Defining Game-Mediated Second and Foreign Language Teaching and Learning

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