Online Games for Young Learners' Foreign Language Learning

Autor/inn/en	Butler, Yuko Goto; Someya, Yuumi; Fukuhara, Eiji
Titel	Online Games for Young Learners' Foreign Language Learning
Quelle	In: ELT Journal, 68 (2014) 3, S.265-275 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccu008
Schlagwörter	Computer Games; Second Language Programs; Second Language Instruction; English (Second Language); Language Tests; Language Proficiency; Game Theory; Gender Differences; Behavior Patterns; Elementary School Students; Early Childhood Education; Incidence; Cognitive Structures; Cognitive Processes; Difficulty Level; Performance Based Assessment; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Spieltheorie; Geschlechterkonflikt; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Vorkommen; Cognitive structure; Kognitive Struktur; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Leistungsermittlung; Ausland
Abstract	Young learners' use of instructional games in foreign language learning is not yet well understood. Using games that were part of the learning tools for an online assessment, Jido-Eiken, a standardized English proficiency test for young learners in Japan, we examined young learners' game-playing behaviours and the relationship of these behaviours with learning outcomes. The participants were 3,945 children aged 4 to 12. We found that games that children played with relative frequency tended to share a set of features, including being cognitively demanding, evoking one's curiosity, offering greater player control, and having multiple players. The frequency of plays decreased as the age increased in many games that we examined, but gender differences were hardly observed. We found different relational patterns between young learners' game scores and English performance depending on the games and difficulty levels of the assessment. We discuss the implications for instructional game developers and teachers of young language learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10