L2 Writing Practice: Game Enjoyment as a Key to Engagement

Autor/inn/en	Allen, Laura K.; Crossley, Scott A.; Snow, Erica L.; McNamara, Danielle S.
Titel	L2 Writing Practice: Game Enjoyment as a Key to Engagement
Quelle	In: Language Learning & Technology, 18 (2014) 2, S.124-150 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Second Language Learning; Second Language Instruction; Writing Instruction; Educational Games; Learner Engagement; Intelligent Tutoring Systems; Drills (Practice); Learning Modules; Achievement Gains; Student Experience; Motivation; Student Attitudes; High School Students; Pretests Posttests; Student Surveys; Writing Ability; Statistical Analysis; Performance Based Assessment; Regression (Statistics); Learning Strategies; Training Methods; Writing Strategies; Arizona + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Educational game; Lernspiel; Intelligentes Tutorsystem; Learning module; Lernmodul; Achievement gain; Leistungssteigerung; Studienerfahrung; psychologische; Motivation (psychologisch); Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerbefragung; Schreibkompetenz; Statistische Analyse; Leistungsermittlung; Regression; Regressionsanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Didaktik; Trainingsmaßnahme; Schreibtechnik
Abstract	The Writing Pal (W-Pal) is an intelligent tutoring system (ITS) designed to provide students with explicit writing strategy instruction and practice. W-Pal includes a suite of educational games developed to increase writing engagement and provide opportunities to practice writing strategies. In this study, first (L1) (n = 26) and second (L2) language (n = 16) students interacted with W-Pal over eight sessions. We collected students' daily self-reports of engagement, motivation, and perceptions of performance, as well as their reported game attitudes (difficulty, helpfulness for learning, and enjoyment). Results indicated that, for all students, interactions with W-Pal led to increases in writing performance and more positive attitudes towards the system (engagement, motivation, and perceived performance). For L1 students, game difficulty was a significant predictor of boredom; however, for the L2 students, game enjoyment predicted both their motivation and perceived writing improvement. Notably, the L2 students' game ratings accounted for more variance in these daily reports than did the ratings of L1 students. This study suggests that L1 and L2 students experience similar benefits offered by game-based strategy practice in an ITS. Further, the link between game attitudes and overall daily perceptions of training may be stronger for L2 students than L1 students. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11