The Role of Classroom-Situated Game-Based Language Learning in Promoting Students' Communicative Competence

Autor/in	Wang, Qiao
Titel	The Role of Classroom-Situated Game-Based Language Learning in Promoting Students' Communicative Competence
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 10 (2020) 2, S.59-82, Artikel 4 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2020040104
Schlagwörter	Communicative Competence (Languages); English (Second Language); Language Fluency; Second Language Learning; Second Language Instruction; Computer Games; College Students; Foreign Countries; Teaching Methods; Computer Assisted Instruction; Student Attitudes; Computer Mediated Communication; Japan + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer game; Computerspiel; Computerspiele; Collegestudent; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Computerkonferenz
Abstract	The study is the second in a series of mixed-methods studies on the integration of The Sims 4, a life-simulation game, into language classrooms. In this study, the researcher explores the effect of game-based language learning (GBLL) on students' English communicative competence from three aspects, interaction, fluency and content, in a Japanese university. In class, students received instruction from the teacher on game language and gameplay skills, played the game on their own and presented gameplay stories. The presentations were recorded for evaluation. Surveys were also administered for students' perceptions on the GBLL classroom. Results showed that no clear improvement in communicative competence was suggested by quantitative evaluation. Qualitatively data, however, indicated that the game afforded students interesting events and proper expressions in presentations and that the teacher played a vital role in ensuring ample interactional opportunities and linguistic support. Suggestions for future research in classroom-situated GBLL were also proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01