Literaturnachweis - Detailanzeige
Autor/inn/en | Waddington, Julie; Bannikova Charikova, Daria |
---|---|
Titel | Children's and Teachers' Views on Digital Games in the EFL Classroom |
Quelle | In: ELT Journal, 76 (2022) 1, S.44-57 (14 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Waddington, Julie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-0893 |
DOI | 10.1093/elt/ccab076 |
Schlagwörter | Student Attitudes; Teacher Attitudes; Student Centered Learning; Second Language Learning; English (Second Language); Case Studies; Elementary School Students; Computer Games; Comparative Analysis; Student Behavior; Handheld Devices; Teaching Methods; Learning Processes; Technology Integration; Well Being Schülerverhalten; Lehrerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Computer game; Computerspiel; Computerspiele; Student behaviour; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Well-being; Wellness; Wohlbefinden |
Abstract | At a time marked by the increasing use of technology in education, the study presented in this paper explores and compares teachers' and children's views on the use of digital games in class. A case study is presented in a primary school setting where tablets have been fully integrated into the EFL classroom. A mixed-method approach was used to collect and analyse data from teachers and students through interviews and questionnaires. Findings are presented which compare and contrast student and teacher views on: important elements to take into account when teaching/learning English; student behaviour; affective states; and the effects of digital games on learning. Contrasting perceived positive and negative effects of using digital games, the findings support claims that more work is needed to incorporate new technologies within classroom practice in ways which foster learner-centred models and facilitate the learning and well-being of all students. (As Provided). |
Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |