Games People (Don't) Play: An Analysis of Pre-Service EFL Teachers' Behaviors and Beliefs Regarding Digital Game-Based Language Learning

Autor/in	Blume, Carolyn
Titel	Games People (Don't) Play: An Analysis of Pre-Service EFL Teachers' Behaviors and Beliefs Regarding Digital Game-Based Language Learning
Quelle	In: Computer Assisted Language Learning, 33 (2020) 1-2, S.109-132 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blume, Carolyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2018.1552599
Schlagwörter	Preservice Teachers; English (Second Language); English Teachers; Student Behavior; Game Based Learning; Computer Assisted Instruction; Computer Games; Language Skills; Learning Strategies; Foreign Countries; Positive Attitudes; Prior Learning; Educational Experience; Technological Literacy; Technology Integration; Germany + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Computer based training; Computerunterstützter Unterricht; Computer game; Computerspiel; Computerspiele; Language skill; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Vorkenntnisse; Bildungserfahrung; Technisches Wissen; Deutschland
Abstract	Despite the prevalence of digital gaming as a leisure activity and research attesting to the affordances of digital game-based language learning (DGBLL) for English as a foreign language (EFL), the use of DGBLL remains low, especially outside the United States. A survey was carried out in order to understand both the beliefs and behaviors of pre-service EFL teachers in Germany regarding DGBLL. Utilizing constructs from a variety of instruments, students were asked about their prior experience with digital media for language learning, their perceived language skills and language learning strategies, their digital game playing behaviors, their digital language learning behaviors, and their beliefs regarding DGBLL. The results demonstrate that the cohort engages in limited DGBLL despite holding generally positive beliefs about the activity. While favorable beliefs were found to be inversely related to prior experience in formal school settings, current engagement in game playing affects perceived English language skills and language learning strategies positively. These findings have significant implications for EFL teacher education as regards DGBLL and further illuminate the habits and attitudes of so-called "digital natives." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01