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    Wyświetlanie 1-5 z 5
    Tytuł:
    THE EFFECT OF DIGITAL VIDEO GAMES ON EFL STUDENTS’ LANGUAGE LEARNING MOTIVATION
    Autorzy:
    Ebrahimzadeh, Mohsen
    Sepideh, Alavi
    Powiązania:
    https://bibliotekanauki.pl/articles/955866.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    digital video game
    language learning motivation
    game-based language learning
    Opis:
    Abstract The study examined the effect of a commercial digital video game on high school students’ language learning motivation. Participants were 241 male students randomly assigned to one of the following three treatments: Readers, who intensively read the game’s story; Players, who played the digital video game; and Watchers, who watched two classmates play the digital video game. A language learning motivation scale was given to the participants as a pre- and post-test. Also, field notes were taken. Results indicated a significant language learning motivation increase over time. Only the Watchers, however, showed significantly higher motivation than the Readers in the end. Thus, the use of commercial digital video games can help enhance high school students’ language learning motivation.
    Źródło:
    Teaching English with Technology; 2017, 17, 2; 87-112
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    HANNA – a gamified digital supplementary course material developed to help socially disadvantaged pupils learn English
    Autorzy:
    Szabó, Fruzsina
    Abari, Kálmán
    Balajthy, Dániel
    Polonyi, Tünde
    Powiązania:
    https://bibliotekanauki.pl/articles/2087295.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    gamification
    motivation in language learning
    self-regulated learning
    digital course programme
    Opis:
    When it comes to language learning and teaching, one of the major issues that needs to be tackled is the large differences between students in terms of school performance, especially socially disadvantaged children who tend to lag behind their peers. Research on language teaching tends to focus on the average learner, thus leaving little room for students living and learning in low socio-economic regions (low SES). Central Europe, and particularly Hungary, displays one of the most considerate gaps in education, where disadvantaged regions and schools often underperform on the national curriculum tests. Innovation, alternative pedagogical methodologies and different mindset in teaching can bring about enhanced motivation, especially by employing digital devices and the elements of gamification. The purpose of our study is to introduce a new, tablet-based digital language course programme (HANNA), developed specifically for socially disadvantaged pupils in grades 5-7, which draws upon the teacher’s role as a facilitator. The paper explains and describes the factors that contributed to designing the structure of HANNA, along with the organisation of the programme and the gamified elements that are meant to motivate students, thus providing an insight into material development specifically for disadvantaged pupils.
    Źródło:
    Teaching English with Technology; 2022, 22, 2; 51-68
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ENHANCEMENT OF PERFORMANCE AND MOTIVATION THROUGH APPLICATION OF DIGITAL GAMES IN AN ENGLISH LANGUAGE CLASS
    Autorzy:
    Wichadee, Saovapa
    Pattanapichet, Fasawang
    Powiązania:
    https://bibliotekanauki.pl/articles/955431.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    gamification
    Kahoot
    digital games
    language learning
    motivation
    Opis:
    The study was conducted to find out what impact a digital game had on students’ learning performance and motivation. A quasi-experimental study was performed with two groups of students. The experimental group was taught using the digital game Kahoot whereas the control group was taught with the conventional method. Pre-tests, post-tests, and questionnaires on the students’ motivation and attitudes toward gamification in language learning were the instruments used in this study. The data were analyzed using Independent t-tests and One-way Analysis of Covariance. The results revealed statistically significant differences with regard to learning performance and motivation at 0.05. The experimental group obtained higher scores than the control group, and the motivation of students in the experimental group was much higher than that of the control group. In addition, the results of a survey indicated that students had positive attitudes towards application of digital games in language learning.
    Źródło:
    Teaching English with Technology; 2018, 18, 1; 77-92
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE PATH TO ENGLISH LITERACY: ANALYZING ELEMENTARY SIGHT WORD PROCUREMENT USING COMPUTER ASSISTED LANGUAGE LEARNING (CALL) IN CONTRAST TO TRADITIONAL METHODOLOGIES
    Autorzy:
    Madill, Michael T. R.
    Powiązania:
    https://bibliotekanauki.pl/articles/940846.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Literacy development
    language learning
    technology
    motivation
    CALL
    Opis:
    Didactical approaches related to teaching English as a Foreign Language (EFL) have developed into a complex array of instructional methodologies, each having potential benefits attributed to elementary reading development. One such effective practice is Computer Assisted Language Learning (CALL), which uses various forms of technology such as laptops, desktops, headphones, and various software to teach a language. Another operative, more conventional, method involves traditional-based language instruction utilizing teacher-driven edification and paper-based materials without the use of technology. Given these two instructional variations, this study will examine the quantitative and qualitative effectiveness of teaching Dolch Sight Words (DSW) in South Korean grade six EFL classrooms (n=205, mean age=13) by means of evaluating CALL devices in contrast to more traditional teacher-based approaches. The main research question was to establish how these two methodologies influence DSW comprehension, motivation, and acquisition with a focus on whether CALL is more effectual than traditional practices. The results revealed that both methods were effective in increasing DSW acquisition rates with the CALL method having a stronger association related to increasing student motivation. The culminating goal of this study was to identify the most beneficial method thus improving teaching practices and consequential student comprehension of the DSW.
    Źródło:
    Teaching English with Technology; 2014, 14, 3; 30-57
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    CONQUERING THE IRON THRONE: USING CLASSCRAFT TO FOSTER STUDENTS MOTIVATION IN THE EFL CLASSROOM
    Autorzy:
    Rivera-Trigueros, Irene
    Sánchez-Pérez, María del Mar
    Powiązania:
    https://bibliotekanauki.pl/articles/955952.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Classcraft
    English as a Foreign Language
    gamification
    motivation
    secondary education
    Opis:
    This study aims to analyse motivation in the English as a Foreign Language (EFL) secondary classroom through gamification. To this end, a gamification proposal based on Game of Thrones TV series was designed. Classcraft, an online role-playing platform, was used to create a gaming scenario in the classroom. The proposal was implemented in two groups of 4th year of secondary school, formed by 43 students aged between 15 and 16 years old. Results showed that gamification had a positive impact on fostering students’ motivation. Particularly, a notable increase in students’ participation was observed since their extrinsic and intrinsic motivation – which increased 0.69 and 0.58 points accordingly – had improved after the implementation of the gamification proposal. Consequently, Classcraft proved to be a tool with a great potential to involve and engage students in the EFL classroom.
    Źródło:
    Teaching English with Technology; 2020, 20, 4; 3-22
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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