Young learners’ language learning via computer games

Turgut, Yildiz; Irgin, Pelin

doi:10.1016/j.sbspro.2009.01.135

Cited by 83 publications

(61 citation statements)

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“…Control group pre-test and post-test results As a result, based on the aforementioned findings and the findings of this research, it can be suggested that computer games are more beneficial than any other method suggested by the school curriculum not only because they manage to motivate students (Gee, 2007;Wu et al, 2013) but also because they can assist them in retaining the vocabulary they have already learnt more effectively (Chuang & Chen, 2007;Dominiquez et al, 2013). On the contrary, traditional methods of teaching vocabulary (such as doing Workbook exercises) are often considered boring by learners (Turgut & Irgin, 2009). As a result, students are unwilling to put much effort in remembering new words which leads to poorer test results (Kulik, 1994).…”

Section: Pre-test and Post-test Resultsmentioning

confidence: 99%

Using Online Computer Games in the ELT Classroom: A Case Study

Vasileiadou¹,

Makrina²

2017

ELT

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The purpose of this research was to investigate the effectiveness of computer games in learning English as a foreign language and the extent to which they increase motivation in young students. More particularly, this research investigated the validity of the hypothesis that computer games are a particularly motivating means for young students to learn English vocabulary effectively in comparison to other approaches suggested by the Greek National Curriculum. The grade, in which this research was conducted, was the 4th grade of Primary school as it is a borderline grade in which greater demands are imposed on the students of this age group and language level regarding, mainly, their reading and writing skills as in this class, for the first time, it is explicitly stated by the national curriculum that literacy is one of the three basic axons upon which English language learning should be developed. All in all, the results of this research shed light on the effects which new technologies have on language learning as well as their ability to motivate students to learn English. The results of this research will also be used as a basis upon which specific suggestions for the practical implementation of computer games in the everyday classroom can be made.

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Section: Pre-test and Post-test Resultsmentioning

confidence: 99%

Using Online Computer Games in the ELT Classroom: A Case Study

Vasileiadou¹,

Makrina²

2017

ELT

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“…In the same vein, Odera (2011) found that the use of radio technology in primary education in Kenya is helpful for L2 English learning, particularly regarding pronunciation. Set in a completely different context, Turgut and Irgin (2009) studied Turkish children playing digital games in English at Internet cafe´s. Their results suggest that the involvement in digital gaming indeed stimulates learning, in particular vocabulary.…”

Section: Background: Previous Research On Call and L2 English Learnersmentioning

confidence: 99%

Language-related computer use: Focus on young L2 English learners in Sweden

Sundqvist

Sylvén

2014

ReCALL

143

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This paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4 th grade (N 5 76, aged 10-11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners' L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digital game groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (Z4 hours/week), based on diary data (using self-reported times for playing digital games in English). Results showed that YELLs are extensively involved in extramural English (EE) activities (M 5 7.2 hrs/w). There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; p , .01), the reason being boys' greater time investment in digital gaming and watching films. The girls, on the other hand, spent significantly more time on pastime language-related activities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; p , .05), the reason being girls' greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one's L1 was more commonly reported by non-and moderate gamers than frequent gamers.

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“…Compared to the two types of social media, online games and social networking are less attractive to students. In some studies conducted by GodwinJones [34] and Turgut and Irgin [35], online games have been thought to be an interactive media to promote language learning subconsciously. Games allow the learners to play in accordance to the defined goals and rules that they should follow [32].…”

Section: Findings and Discussionmentioning

confidence: 99%

Social Media in Out-of-Class Language Learning Possible Learning Opportunities to Promote Digital Literacy

Noviantoro¹

2017

Proceedings of the 4th Asia Pacific Education Conference (AECON 2017)

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Abstract-This study reports preliminary overview on the possibilities of utilizing social media in Indonesian out-of-class language learning, mainly focusing on exploring how university students define the kinds of social media and examining the potential uses of social media to be promoted. The study employed a small-scale survey to students in three different classes in Bandung. The results of the study were that 1) autonomous learning is relatively an exclusive mode of learning in that only some noteworthy students have been internally aware to reflect on how they should learn autonomously and utilize low-cost digital sources to enhance their learning, but have not been able to evaluate their strategies in enhancing their autonomous learning, which further indicates the need for external guidance; 2) social media defined by female students were mostly on the mainstream instant-messaging platforms, such as Facebook, Twitter, and Whatsapp, while some other students, mostly males, favor the use of online games and social networking platforms in their free time to assist their language learning; and, 3) majority of the students positively perceive social media in providing learning environment beyond its normal use, including female students focusing on utilizing English in their social platforms and male students actively engaging in online English language PC/Android games, though some students are against the use of it due to the lack of formal language engagement.

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Young learners’ language learning via computer games

Cited by 83 publications

References 1 publication

Using Online Computer Games in the ELT Classroom: A Case Study

Using Online Computer Games in the ELT Classroom: A Case Study

Language-related computer use: Focus on young L2 English learners in Sweden

Social Media in Out-of-Class Language Learning Possible Learning Opportunities to Promote Digital Literacy

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