Exploring the L2 Learning Benefits of Digital Game-Based Spoken Interaction among Japanese Learners of English [Konferenzbericht] Paper presented at the EUROCALL 2020 Conference (28th, Online, Aug 20-21, 2020).

Autor/in	Hofmeyr, Michael
Titel	Exploring the L2 Learning Benefits of Digital Game-Based Spoken Interaction among Japanese Learners of English [Konferenzbericht] Paper presented at the EUROCALL 2020 Conference (28th, Online, Aug 20-21, 2020).
Quelle	(2020), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hofmeyr, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Teaching Methods; Cooperative Learning; Educational Games; Puzzles; College Students; Program Effectiveness; Interaction; Interpersonal Communication; Computer Games; Educational Technology; Electronic Learning; Japan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Educational game; Lernspiel; Legespiel; Collegestudent; Interaktion; Interpersonale Kommunikation; Computer game; Computerspiel; Computerspiele; Unterrichtsmedien
Abstract	This paper describes the initial findings of an exploratory research project investigating the use of the cooperative digital puzzle game Keep Talking and Nobody Explodes as a means to facilitate Second Language Acquisition (SLA). A qualitative case study approach was taken to closely examine the linguistic interaction between three L2 learners of English at a Japanese university who played the game over four one-hour sessions. The findings include clear examples of learners negotiating for meaning and making use of a range of discourse strategies theorised to contribute to effective language learning within an interactionist SLA framework. By demonstrating that the learner-to-learner interaction evoked by this game can set in motion multiple processes linked to L2 development, the results suggest that the game, as well as others that make use of a similar information-gap mechanic, could be effectively put to use for language learning and teaching purposes in a variety of formal and informal educational contexts. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01