Simulation/Gaming in the EAP Writing Class: Benefits and Drawbacks

Saliés, Tânia Gastão

doi:10.1177/104687810203300306

Cited by 22 publications

(29 citation statements)

References 7 publications

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“…Using genre analysis to enhance coherence and accuracy in student writing Saliés (2002) noticed that, even though the simulation exercises tried to guide students toward the language, the rhetorical pattern, and the documentation technique of arguments, "the efforts were not enough to ensure success in their first drafts, which were weak in organization, accuracy, and documentation" (p. 326). Furthermore, the readability of the students' drafts, according to Saliés, was also affected by problems with "pronoun references, verb agreement, and the use of do support and other language-related aspects that made the essays hard to comprehend" (p. 326).…”

Section: Using Genre Analysis To Heighten Students' Awareness Of the mentioning

confidence: 97%

“…It has also attracted the attention of many second language (L2) researchers (Crookall & Oxford, 1990;Garcia-Carbonell, Rising, Montero, & Watts, 2001;Halleck, 1995;Jones, 1982;Ruben, 1999;Tomlinson & Masuhara, 2000). In L2 studies, researchers and practitioners have highlighted many benefits of the simulation-based approach to L2 writing instruction (Coleman, 1995;Halleck, Moder, & Damron, 2002;Ince, 2002;Kovalik & Kovalik, 2002;Moder, Seig, & van Den Elzen, 2002;Saliés, 2002;Tjie, 2002). They believe that simulations are highly successful in providing students with an interactive environment in which to engage with unfamiliar and difficult academic materials in preparation for writing .…”

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confidence: 95%

“…They also noticed that simulation-based writing classes have fewer incidents of plagiarism because of the way the assignment topics are tailored to the materials and activities of the class and the amount of ownership the students involved in a stimulation class have of the topics . Other practitioners find that a simulation and/or gaming approach to L2 English for Academic Purposes (EAP) writing instruction helps overcome motivational and attitudinal problems, especially problems related to collaborative learning (Ince, 2002;Halleck et al, 2002;Saliés, 2002;Tjie, 2002). For example, in an EAP writing course for L2 graduate students, Halleck et al (2002) used a simulation in which the students went through the process of organizing a conference.…”

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Symposium article: Simulation-based L2 writing instruction: Enhancement through genre analysis

Cheng

2007

Simulation & Gaming

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Researchers have highlighted various benefits of the simulation-based approach to second language (L2) writing instruction. In this article, the author argues, with specific pedagogical scenarios, that an explicit focus on genre and genre analysis in simulation-based L2 writing instruction can further enhance learners' reading of content materials, heighten students' awareness of discipline-specific generic features, and develop their discourse competence and writing accuracy.

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Section: Using Genre Analysis To Heighten Students' Awareness Of the mentioning

confidence: 97%

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confidence: 95%

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confidence: 95%

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Symposium article: Simulation-based L2 writing instruction: Enhancement through genre analysis

Cheng

2007

Simulation & Gaming

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“…But, most of the researches put forward that a game is the best learning medium for all ages (Shute, Rieber, & Van Eck, 2011) if they are attentively selected, adapted and applied. Games create a setting, which encourages and promotes learning (Clegg, 1991;Salies, 2002). They also provide the opportunity for collaboration and cooperation (Schwartzman, 1997), guarantee immediate feedback and self-reflection (Millis & Cottell, 1998), and stimulate competition (Marzano, 2007).…”

Section: Introductionmentioning

confidence: 99%

Fun teaching ! Fun Tech-ing ! Interactive Educational games for Young Learners

Şenel¹,

Akman²

2016

PER

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Language learning is really a difficult task. Much effort is required at every moment and must be maintained over a long period of time and some motivating, encouraging, innovative and attracting materials may be needed. Therefore, games may help and encourage many learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is useful and meaningful. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. Nothing can be more natural than learning through playing games (Prensky, 2001a); therefore, it is reasonable to assume that integrating games into language courses would benefit students' learning experiences. In addition, interactive games allow students to achieve practical knowledge as well. In contrast to books and movies, computer games are interactive and allow for socialization and participation in the language learning process (Prensky, 2001a). Using interactive games to facilitate learning in educational settings has a number of recognized benefits. For most students, games are highly engaging and motivating. Games provide real-time feedback and built-in goals that can motivate students to improve. In addition, students must make decisions as they play games, and they can see the results of those decisions right away and use that information to inform their next decisions. Our present day, the use of educational games in learning environments is an increasingly relevant trend. The motivational and immersive traits of game-based learning have been studied, but the systematic design and implementation of educational games remain an elusive topic. In this study some relevant requirements for the design of educational games in online education via technology and web 2.0 softwares will be analyzed, and a general game design method that includes adaptation and assessment features for young learners will be proposed. Finally, a particular implementation of that design will be described in light of its applicability to other implementations and EFL class settings depending upon the outcomes of Ministry of National Education in Turkey.

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“…Besides, games can be used as review tools to summarize and reinforce essential concepts and information since they offer an attractive environment for information assimilation. According to Salies (2002) the interactive structure generated during a game improves the transfer of learning and presents social benefits for the student.…”

Section: Introductionmentioning

confidence: 99%

HEAd'15 - International Conference on Higher Education Advances - Proceedings

Poza

Domènech

Lloret

et al. 2015

HEAd'15. Conference on Higher Education Advances

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PrefaceThis volume contains the proceedings of the First International Conference on Higher Education Advances (HEAd'15), which was held in Valencia, Spain during 24-26 June 2015. HEAd aims to become a forum for researchers and practitioners to exchange ideas, experiences, opinions and research results relating to the preparation of students and the organization of educational systems. The conference was hosted by the Faculty of Business Administration and Management of the Universitat Politècncia de València.The conference featured three invited speakers who overviewed important and actual topics: John Kalu Osiri (Washington State University) delivered the presentation on the indispensable role of educators in shaping a nation, Ana Muñoz-Miquel (Universitat Jaume I) on how to bridge the gap between professional practice and university education, and José V. Benlloch-Dualde (Universitat Politècnica de València) on effective ways to enhance collaboration in the classroom.Following the call for papers, HEAd'15 received 165 submissions with authors representing 41 different countries. Papers went through a rigorous review process. Each paper was reviewed by at least two program committee members. Finally, 50 submissions were selected as full papers (representing an acceptance rate of 30%) and 22 submissions were selected as short papers. Additionally, 20 papers were selected to be presented as posters.I would like to thank all the people and institutions who contributed to the success of the HEAd'15 conference: the authors, the members of the program committee as well as the additional reviewers, the invited speakers, the members of the organizing committee, and the sponsors. I am also grateful to Abstract: The international accreditation for the Master and Bachelor degrees offered at our university, together with the demands of the employers, have made it clear that the students' curricula should specify not only what they have studied, but also what they are actually able to do. Although the competence based curricula approach has been used in the development of the new programmes for the Master and Bachelor degrees within the European Higher Education Area in recent years, the assessment of these competences is still a pending task. This work presents an 'outcomes' approach for the assessment of the oral and written communication skills within subjects related to mechanical and materials engineering. In particular, this paper proposes some rubrics developed in order to quantify the level of achievement. These rubrics are based on the evaluation of some learning outcomes that can be observed by using different strategies during the course. Conclusions about preliminary results and the difficulties found in order to create these tools are also described here.

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Simulation/Gaming in the EAP Writing Class: Benefits and Drawbacks

Cited by 22 publications

References 7 publications

Symposium article: Simulation-based L2 writing instruction: Enhancement through genre analysis

Symposium article: Simulation-based L2 writing instruction: Enhancement through genre analysis

Fun teaching ! Fun Tech-ing ! Interactive Educational games for Young Learners

HEAd'15 - International Conference on Higher Education Advances - Proceedings

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