A Constructivist Approach to Game-Based Language Learning: Student Perceptions in a Beginner-Level EFL Context

Autor/inn/en	York, James; deHaan, Jonathan William
Titel	A Constructivist Approach to Game-Based Language Learning: Student Perceptions in a Beginner-Level EFL Context
Quelle	In: International Journal of Game-Based Learning, 8 (2018) 1, S.19-40, Artikel 2 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/IJGBL.2018010102
Schlagwörter	Foreign Countries; Second Language Learning; English (Second Language); Constructivism (Learning); Student Attitudes; Introductory Courses; Action Research; Communicative Competence (Languages); Learner Engagement; Language Acquisition; Undergraduate Students; Questionnaires; Outcomes of Education; Games; Japan + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Einführungskurs; Projektforschung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Sprachaneignung; Spracherwerb; Fragebogen; Lernleistung; Schulerfolg; Game; Spiel; Spiele
Abstract	This article provides information on an action research project in a low-level EFL setting in Japan. The project aims were to (1) foster spoken communication skills and (2) help students engage with their own learning. The project investigated the applicability of board games as a mediating tool for authentic communication as part of a wider TBLT approach to language development. Quantitative and qualitative data was collected from 115 first- and second-year Japanese university students via a questionnaire at the end of a seven-week course using the experimental methodology. Responses to the questionnaire indicated that the framework was perceived to be valuable in both fostering communicative skills and improving student engagement. Methodological improvements were also suggested. Implications applicable to teachers working in similar contexts are discussed, as well as possible improvements for future implementations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01